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1.
The boundary paradigm (Rayner, 1975) was used to examine whether high level information affects preview benefit during Chinese reading. In two experiments, readers
read sentences with a 1-character target word while their eye movements were monitored. In Experiment 1, the semantic relatedness between the target word and the preview word was manipulated so that there were semantically related
and unrelated preview words, both of which were not plausible in the sentence context. No significant differences between
these two preview conditions were found, indicating no effect of semantic preview. In Experiment 2, we further examined semantic preview effects with plausible preview words. There were four types of previews: identical, related & plausible, unrelated & plausible, and unrelated & implausible. The results revealed a significant effect of plausibility as single fixation and gaze duration on the target region were
shorter in the two plausible conditions than in the implausible condition. Moreover, there was some evidence for a semantic
preview benefit as single fixation duration on the target region was shorter in the related & plausible condition than the unrelated & plausible condition. Implications of these results for processing of high level information during Chinese reading are discussed. 相似文献
2.
The present study examined the use of statistical cues for word boundaries during Chinese reading. Participants were instructed
to read sentences for comprehension with their eye movements being recorded. A two-character target word was embedded in each
sentence. The contrast between the probabilities of the ending character (C2) of the target word (C12) being used as word
beginning and ending in all words containing it was manipulated. In addition, by using the boundary paradigm, parafoveal overlapping
ambiguity in the string C123 was manipulated with three types of preview of the character C3, which was a single-character
word in the identical condition. During preview, the combination of C23′ was a legal word in the ambiguous condition and was
not a word in the control condition. Significant probability and preview effects were observed. In the low-probability condition,
inconsistency in the frequent within-word position (word beginning) and the present position (word ending) lengthened gaze
durations and increased refixation rate on the target word. Although benefits from the identical previews were apparent, effects
of overlapping ambiguity were negligible. The results suggest that the probability of within-word positions had an influence
during character-to-word assignment, which was mainly verified during foveal processing. Thus, the overlapping ambiguity between
parafoveal words did not interfere with reading. Further investigation is necessary to examine whether current computational
models of eye movement control should incorporate statistical cues for word boundaries together with other linguistic factors
in their word processing system to account for Chinese reading. 相似文献
3.
Parafoveal word processing was examined during Korean reading. Twenty-four native speakers of Korean read sentences in two
conditions while their eye movements were being monitored. The boundary paradigm (Rayner, 1975) was used to create a mismatch between characters displayed before and after an eye movement contingent display change. In
the first condition, the critical previews were correct case markers in terms of syntactic category (e.g., object marker for
an object noun) but with a phonologically incorrect form (e.g., using 를 instead of 을 when the preceding noun ends with a consonant).
In the second condition, incorrect case markers in terms of syntactic category were used, creating a semantic mismatch between
preview and target. Results include a small but significant parafovea-on-fovea effect on the preceding fixation, combined
with a large effect on late measures of target word reading when a syntactically incorrect preview was presented. These results
indicate that skilled Korean readers are quite sensitive to high-level linguistic information available in the parafovea. 相似文献
4.
This study was to investigate Chinese children's eye patterns while reading different text genres from a developmental perspective. Eye movements were recorded while children in the second through sixth grades read two expository texts and two narrative texts. Across passages, overall word frequency was not significantly different between the two genres. Results showed that all children had longer fixation durations for low‐frequency words. They also had longer fixation durations on content words. These results indicate that children adopted a word‐based processing strategy like skilled readers do. However, only older children's rereading times were affected by genre. Overall, eye‐movement patterns of older children reported in this study are in accordance with those of skilled Chinese readers, but younger children are more likely to be responsive to word characteristics than text level when reading a Chinese text. 相似文献
5.
Lesly Wade-Woolley 《Reading and writing》2016,29(3):371-382
Phonemic and prosodic awareness are both phonological processes that operate at different levels: the former at the level of the individual sound segment and the latter at the suprasegmental level across syllables. Both have been shown to be related to word reading in young readers. In this study we examine how these processes are differentially related to reading monosyllabic and multisyllabic words. Participants were 110 children in grades four and five who were asked to read monosyllabic and three- and four-syllable words matched for frequency. Phonemic awareness was assessed via a phoneme elision task; prosodic awareness was assessed by a task asking participants to identify the syllable bearing primary stress in a spoken word. Results showed that phonemic and prosodic awareness were independent predictors of short word reading, and both phonological factors made independent contributions to multisyllabic word reading, showing that phonemic and prosodic awareness are complementary but not redundant processes. Only prosodic awareness survived control for simple decoding ability in the reading of long words, suggesting that suprasegmental phonology gives added value to our understanding of reading multisyllabic words. 相似文献
6.
Anne K. Rau Kristina Moll Korbinian Moeller Stefan Huber Margaret J. Snowling Karin Landerl 《Scientific Studies of Reading》2016,20(3):203-219
The current study compared eye fixation patterns during word and sentence processing in a consistent and an inconsistent alphabetic orthography. German and English children as well as adults matched on word reading ability read matched sentences while their eye fixation behavior was recorded. Results indicated that German children read in a more small-unit plodder-like style with more diligent first-pass reading and less rereading. In contrast, English children read in a more large-unit explorer-like style with a greater tendency to skip words, and more regressions. It is important that these cross-linguistic processing differences largely persisted in the adult readers. Orthographic consistency thus influences both local word recognition and global sentence processing in developing and skilled readers. 相似文献
7.
In an eye‐tracking experiment, we investigated whether and how a comma influences the reading of Chinese sentences comprised of different types of syntactic constituent such as word, phrase and clause. Participants read Chinese sentences that did or did not insert a comma at the end of a syntactic constituent. The results showed that the fixation times were shorter for the target word followed by a comma than for that followed by no comma, which suggests that a comma facilitated word identification during the reading of Chinese sentences. Furthermore, the insertion of commas shortened the total fixation times in the post‐target region only for the clause condition. The data are consistent with previous findings concerning the role of segmentation cues in reading, and compatible with the implicit prosody hypothesis. 相似文献
8.
Multisyllabic words have been neglected in determining the relationship between spelling and sound in reading development. In a preliminary exploration of this topic, sensitivity to the phonological and orthographic composition of multisyllabic words and nonwords is examined amongst a group of English‐speaking 11‐year‐olds. The nature of the English language suggests that the syllable structure and stress pattern of words may influence the acquisition of higher‐order reading skills. A phonological awareness task confirms that syllable boundaries are ambiguous in certain English words. Furthermore, accuracy at reading multisyllabic words and nonwords appears sensitive to this ambiguity as a small advantage emerges for stimuli with more stable syllable structures. Nonword but not word reading is affected by syllable length, and nonwords are assigned stress patterns which appear to be related to the lexical syllables that were used to construct these items. These findings are related to current connectionist models of word recognition. 相似文献
9.
The present study addressed the issue of syllable activation during visual recognition of French words. In addition, it was investigated whether word orthographic information underlies syllable effects. To do so, words were selected according to the frequency of their first syllable (high versus low) and the frequency of the orthographic correspondence of this syllable (high versus low). For example, the high-frequency syllable /ã/ is frequently transcribed by the orthographic cluster an, but infrequently transcribed by han in French. A lexical decision task was performed by skilled readers (Experiment 1) and beginning readers in Grade 5 (Experiment 2). Results yielded an inhibitory effect of syllable frequency in both experiments. Moreover, the reliable interaction between syllable frequency and orthographic correspondence frequency indicated that the syllable frequency effect was influenced by orthographic characteristics of syllables. Finally, data showed that the interaction between phonological and orthographic variables was modified with reading experience. The results are discussed in current models of visual word recognition. 相似文献
10.
Rapid Word Reading, a novel word‐reading efficiency measure, was used to determine if articulations or processing times associated with reading the word ‘aye’ were enhanced through the phonological or orthographic qualities contained in the preceding word. In the experiment, ‘aye’ followed either an identical ‘aye’, the homophones ‘I’ or ‘eye’ or high‐frequency (HF) unrelated English words. The words that preceded ‘aye’ were chosen to provide a graduated degree of phonological and orthographic information available to enhance the efficiency of recognising the following word. Semantically, phonologically, and orthographically independent high‐frequency words preceded ‘aye’ and served as a baseline measure of the articulation and processing times of ‘aye’. ‘I’ preceded ‘aye’ to provide enhanced recognition through phonological association alone. Phonological and partial orthographic associations were provided by ‘eye’ before ‘aye’, and complete phonological and orthographic associations were provided by ‘aye’ before ‘aye’. Repeated measures analysis showed that ‘aye’ was processed fastest when it followed an identical ‘aye’. The processing time enhancement for this condition was significantly faster than all other conditions. Additionally, the mean articulation duration of ‘aye’ was significantly slower when ‘aye’ followed an identical ‘aye’ than when it followed HF words. The findings documented the importance of separating phonological and orthographic information in English homophones. 相似文献
11.
In the current study, we report two eye movement experiments investigating how Chinese readers process incremental words during reading. These are words where some of the component characters constitute another word (an embedded word). In two experiments, eye movements were monitored while the participants read sentences with incremental words whose first two characters (Experiment 1) or last two characters (Experiment 2) constituted a word (referred to respectively as “head-embedded” and “tail embedded”). Reading times on these words were longer when the frequencies of the embedded words were lower. However, this was only seen on first fixation duration for head-embedded words. These results suggest that embedded words are activated when Chinese readers process incremental words, and that this activation is earlier for a head-embedded word than for a tail-embedded word. These results support a hierarchical model which assumes that the representation for whole word is activated via the representation of its constituent morphemes. 相似文献
12.
Ute Dürrwächter Alexander N. Sokolov Jens Reinhard Gunther Klosinski Susanne Trauzettel-Klosinski 《Annals of dyslexia》2010,60(1):86-101
We combined independently the word length and word frequency to examine if the difficulty of reading material affects eye movements in readers of German, which has high orthographic regularity, comparing the outcome with previous findings available in other languages. Sixteen carefully selected German-speaking dyslexic children (mean age, 9.5 years) and 16 age-matched controls read aloud four lists, each comprising ten unrelated words. The lists varied orthogonally in word length and word frequency: high-frequency, short; high-frequency, long; low-frequency, short; low-frequency, long. Eye movements were measured using a scanning laser ophthalmoscope (SLO). In dyslexic children, fixation durations and the number of saccades increased both with word length and word frequency. The percentage of regressions was only increased for low-frequency words. Most of these effects were qualitatively similar in the two groups, but stronger in dyslexic children, pointing to a deficient higher-level word processing, especially phonological deficit. The results indicate that reading eye movements in German children are modulated by the degree of difficulty, and orthographic regularity of the language can determine the nature of modulation. The findings suggest that, similar to Italian but unlike English readers, German children prefer indirect sub-lexical strategy of grapheme-phoneme conversion. 相似文献
13.
Although most studies of reading English (and other alphabetic languages) have indicated that readers do not obtain preview
benefit from word n + 2, Yang, Wang, Xu, and Rayner (2009) reported evidence that Chinese readers obtain preview benefit from word n + 2. However, this effect may not be common in
Chinese because the character prior to the target word in Yang et al.’s experiment was always a very high frequency function
word. In the current experiment, we utilized a relatively low frequency word n + 1 to examine whether an n + 2 preview benefit
effect would still exist and failed to find any preview benefit from word n + 2. These results are consistent with a recent
study which indicated that foveal load modulates the perceptual span during Chinese reading (Yan, Kliegl, Shu, Pan, & Zhou,
2010). Implications of these results for models of eye movement control are discussed. 相似文献
14.
Shukhan Ng Brennan R. Payne Allison A. Steen Elizabeth A. L. Stine-Morrow Kara D. Federmeier 《Scientific Studies of Reading》2017,21(5):359-375
We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unexpected target words. Skilled readers showed N400s that were graded by the cloze probability of the targets, with larger N400s for more unexpected words. Moreover, it took these participants longer to read unexpected targets in strongly than weakly constraining sentences, suggesting a processing cost for revising predictions. Among less skilled readers, a reliable N400 difference was found between expected and unexpected targets only for the strongly constraining sentences. They also took longer when targets were unexpected, regardless of the context. These findings suggest that lower literacy readers could only immediately take advantage of strongly constraining context information to facilitate word processing and that they do not make as much use of predictive processing during comprehension. 相似文献
15.
Joseph R. Jenkins Lynn S. Fuchs Paul Van Den Broek Christine Espin Stanley L. Deno 《Learning disabilities research & practice》2003,18(4):237-245
The purpose of this study was to examine (1) the performance levels and the magnitude of performance difference between students with reading disabilities (RD) and skilled readers when reading a typical classroom text; (2) the hypothesis that students with RD have specific difficulty using context in such a way that reading fluency is affected; and (3) whether RD subtypes may be differentiated according to performance on contextual and context‐free reading tasks. Two groups of fourth graders (85 skilled readers and 24 students with RD) completed a standardized test of reading comprehension, read aloud a folktale, and read aloud the folktale's words in a randomly sequenced list. Performance was scored as correct rate and percentage correct. Based on the number of words per idea unit in the passage, we also estimated the rate at which reader groups encountered and processed text ideas. Compared to the RD group, skilled readers read three times more correct words per minute in context, and showed higher accuracy and rates on all measures. Both context and isolated word‐reading rates were highly sensitive to impairment. We found no evidence for RD subtypes based on these measures. Results illustrate differences in reading levels between the two groups, the temporal advantage skilled readers have in linking text ideas, how word reading differs as a function of task format and performance dimension, and how limited word‐identification skills (not comprehension) produce contextual reading difficulties for students with RD. 相似文献
16.
Miguel López-Zamora Carlos J. Álvarez Pedro L. Cobos 《Scientific Studies of Reading》2013,17(5):443-456
This article examines the relationship between individual differences in speech perception and sublexical/phonological processing in reading. We used an auditory phoneme identification task in which a?/ba/-/pa/?syllable continuum measured sensitivity to classify participants into three performance groups: poor, medium, and good categorizers. A lexical decision task manipulated syllable and word frequency. We found that the two tasks were associated. Poor categorizers did not present the typical syllable frequency effect; however, the other groups were sensitive to phonological information to differing degrees and showed the inhibitory syllable frequency effect only for low-frequency words. These results suggest that auditory phoneme identification efficiency may be related to the sublexical processes involved in reading words. 相似文献
17.
Carol McDonald Connor Ralph Radach Christian Vorstius Stephanie L. Day Leigh McLean Frederick J. Morrison 《Scientific Studies of Reading》2015,19(2):114-134
In this study, we investigated fifth graders’ (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies. 相似文献
18.
Kenn Apel Danielle Brimo Elizabeth B. Wilson-Fowler Christian Vorstius Ralph Radach 《Scientific Studies of Reading》2013,17(4):286-302
We examined whether young children acquire orthographic knowledge during structured adult-led storybook reading even though minimal viewing time is devoted to print. Sixty-two kindergarten children were read 12 storybook “chapters” while their eye movements were tracked. Results indicated that the children quickly acquired initial mental graphemic representations of target nonwords. This learning occurred even though they focused on the target nonwords approximately one fourth of the total time while viewing the pages. Their ability to acquire the initial orthographic representations of the target nonwords and their viewing time was affected by the linguistic statistical regularities of the words. The results provide evidence of orthographic learning during structured storybook reading and for the use of implicit linguistic statistical regularities for learning new orthographic word forms in the early stages of reading development. 相似文献
19.
The purpose of this study was to assess the role that phonological, orthographic, and contextual sources of information play
in a group of adults who were learning to read compared to adult skilled readers. Participants read short paragraphs that
contained a correct homophone, an incorrect homophone, or a spelling control. Target words were orthographically similar or
dissimilar, and they appeared in context that predicted the target or was neutral with respect to the target. The pattern
of data obtained for skilled readers was consistent with past work (Rayner et al., Journal of Experimental Psychology: Learning, Memory and Cognition 24(2), 476–497, 1998). Skilled readers showed no reading time differences between the correct homophone and the incorrect homophone,
as long as the two were orthographically similar, but reading times on these words were faster than the spelling control condition.
The pattern of data for the adults who were learning to read was different. These readers were actually better at noticing that an incorrect version of the homophone was present. Importantly, we did find consistent significant differences
between the incorrect homophone condition and the spelling control condition. This suggests the adults who were learning to
read use phonological codes during word recognition, but they do so less efficiently than skilled readers. 相似文献
20.
Native skilled, non-native skilled, and non-native non-skilled English readers read English texts and their reading times of words were measured. The results showed that reading times of native skilled readers were independent from the word length, word location, and grammatical word classification compared to non-native readers. Reading times of nouns strongly correlated with reading skill of readers. Although non-native skilled readers comprehended text meanings well, however the pattern of reading time of words was still different from those of native reader. 相似文献