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1.
J Fletcher 《Journal of learning disabilities》1991,24(9):568-575
Purposes of the present study included describing a variety of error recovery patterns based on eye movement (EM) measures of sentence parsing across reading level and error type. A qualitative pattern analysis of EM mappings was completed for students with reading disabilities (n = 10) and nondisabled students (n = 10) who were parsing control and erred sentences. Independent variables included error type (syntactically ambiguous, semantically anomalous, and control sentences) and reading proficiency level. Dependent variables consisted of seven eye movement measures. Chi-square analyses were performed to examine group differences across frequencies per pattern. Results suggest that the error recovery strategies deployed by both groups were similar in pattern and frequency; patterns were largely organized, strategic, and efficient, as predicted. Evidence for seven newly defined strategies was found, with indications of multiple strategies within sentences by both groups. Strategies tended to be error "reanalysis" (vs. "recovery") heuristics, in that readers from both groups used regressions to reanalyze regions of inconsistency rather than regions of disambiguation. Earlier conclusions regarding disorganized processing and individual differences among adolescents with reading disabilities are discussed. 相似文献
2.
从认知语境的角度下研究如何避免英语歧义有着不容忽视的重要性。本文阐述了认知语境对英语歧义句理解上所起的重要作用；归纳分析了导致歧义的种类和原因。通过例证介绍了语境对歧义句的把握和正确理解的必要性，并介绍了如何利用语境避免歧我的某些教学方法，如怎样利用背景知识避免歧义，从而达到对原句整体上的正确理解。 相似文献
3.
Three self-paced reading experiments examined the effect of context on interpreting subsequent sentences and in the difficulty of revising initial misinterpretations of subsequent temporarily ambiguous sentences. Target sentences containing noun phrase/sentence (NP/S) coordination ambiguities were preceded by contexts that either did or did not support the preferred, incorrect “NP and NP” interpretation. Online reading times and offline comprehension question responses were the dependent variables. Results suggest that when propositional content of incoming text is consistent with propositional content of the context, readers often hang on to the resulting coherent interpretation even when subsequent input contradicts it. Results also suggest that (a) context affects reading times and final interpretation; (b) when context and comprehension questions bias readers toward the incorrect interpretation, even unambiguous sentences are regularly misinterpreted; and (c) both semantic content and syntactic form of context influence how the context and subsequent text are integrated in memory. 相似文献
4.
Svjetlana Kolić-Vehovec Igor Bajšanski 《European Journal of Psychology of Education - EJPE》2006,21(4):439-451
The aim of this study was to explore comprehension monitoring and perceived use of reading strategies as factors of reading comprehension. Participants were elementary school students from the fifth to the eighth grade. Error correction and text sensitivity tasks from the Metacomprehension test (Pazzaglia, De Beni, &; Cristante, 1994). and the cloze-task were used as measures of comprehension monitoring during reading. A Strategic reading questionnaire (Koli?-Vehovec &; Baj?anski, 2001b) was applied as a measure of perceived use of strategies during reading. Girls had better results than boys on text comprehension, all measures of comprehension monitoring, as well as on the Strategic reading questionnaire. Significant developmental improvements in comprehension monitoring occurred after the fifth grade and between the sixth and the eighth grade. A similar change was evident in reading comprehension. All measures of comprehension monitoring were significantly related to text comprehension in all age groups. However, perceived use of reading strategies was significantly related to reading comprehension only in eighth-grade students. 相似文献
5.
The present research investigated the effects of negation on young and older adults' comprehension of sentences. Participants read sentences, named probe words, answered comprehension questions, and completed the operation-span test. Negation adversely affected comprehension in both age groups such that probe word naming times were marginally slower and comprehension accuracy was reduced for negative sentences. Although older adults' comprehension overall was poorer than young adults, the negation effects were similar for both age groups. Furthermore, age was less predictive of negation comprehension than working memory. Unlike other variables that demonstrate age-related declines in reading comprehension, difficulties in processing negation may not increase with age. 相似文献
6.
汉语元语否定制约 总被引：1，自引：0，他引：1
赵旻燕 《华中科技大学学报(社会科学版)》2007,21(6):58-64
汉语句子在作元语否定解读时往往受到制约,大多数要用"不是"。以往从句法上对其制约作出的探讨,忽视了元语否定中的焦点,无法得到令人满意的解释,因而必须从语义和语用层面加以分析。汉语"不"字否定句并非都不能进行元语否定解读。只有当焦点没有标记标示,紧跟在否定载体"不"之后,并且体现出级差性的时候,元语否定解读才会受到制约。其原因是此类焦点邻接"不"之后,在语义上具有完整性,因而焦点无法得到突显,并且焦点被否定后的语义特征也会阻止二次解读,从而导致元语否定解读失败。 相似文献
7.
Margherita Orsolini Rachele Fanari Sara Cerracchio Luisa Famiglietti 《Reading and writing》2009,22(8):933-954
In this study we explore the development of phonological and lexical reading in dyslexic children. We tested a group of 14
Italian children who have been diagnosed with dyslexia and whose reading age is end of grade 1. We compared this group with
a group of 70 typically developing children who have been tested for reading at the end of grade 1. For each dyslexic child
we also selected a participant who was attending the same grade, was close in age, and showed typical reading development
when tested with a narrative passage reading task (Cornoldi, Colpo, & Gruppo MT, 1981) for correctness and reading speed. Children in this group are “same grade controls.” We used a reading task consisting of
40 three syllables words. A qualitative and quantitative method of coding children’s naming allowed us to distinguish several
components of their reading performance: the grapheme and word recognition, the size of orthographic units involved in the
aloud orthography–phonology conversion, the reading process used to recognize words. The comparison of the dyslexic group
with the reading age and the same grade control groups reveals different trends of delayed reading processes. Considering
dyslexic children’s chronological age, lexical reading is greatly delayed. Considering dyslexic children’s reading age, the
type of reading process that is more deeply delayed is phonological reading. The rate of fragmented phonological reading (i.e.,
a type of syllabized phonological reading) is much higher in dyslexic children compared to the reading age group, suggesting
that some factors undermine the possibility of internalizing the orthography–phonology conversion and the blending processes. 相似文献
8.
Miller PF 《American annals of the deaf》2000,145(5):436-451
The experimenter investigated the effect of semantic clues on the reading comprehension of deaf and hearing Israeli children. Two groups of students with prelingual deafness, and a hearing control group, were asked to read syntactically simple and syntactically relative sentences of varying semantic plausibility. Sixteen of the participants who were deaf (mean grade 6.9) had been trained orally, using spoken language as their principal means of communication at home and at school. Another 16 students with deafness (mean grade 6.9), all of them children of deaf parents, had acquired sign language as their primary language. The mean grade of the hearing control group was 6.5. The results suggest that, in contrast to the case with hearing individuals, reading comprehension in individuals with prelingually acquired deafness, regardless of communication background, is predominantly determined by the semantic processing of content words, with only minor attention given to the processing of the syntactic structure of the text. 相似文献
9.
两个实验采用自定步速的实验范式,通过操纵动词偏好等信息,考察工作记忆容量的差异对第二语言（英语）句子加工中动词偏好信息利用的影响。实验结果表明,工作记忆的容量在一定程度上影响第二语言学习者动词偏好信息的利用,但是这种影响是有条件的,即影响只出现在句子加工对工作记忆要求相对较低时。 相似文献
10.
11.
Paula Carneiro 《Infancia y Aprendizaje》2013,36(2):368-398
AbstractThe present study aimed to analyse whether young children’s failure in succeeding ambiguity tasks is related to a bias in favour of maintaining their initial interpretation or one in favour of showing conformity to the interpretation of another person. Two experiments were conducted with ambiguous figures and ambiguous sentences. After giving their own interpretation of the stimulus, children of different ages (from 3–8 years of age) were confronted with the alternative interpretation. In general, the results of the two experiments found an accentuated ‘own’ bias, meaning that young children usually persisted in their own interpretation and did not show conformity to the ‘other’ interpretation. Only after the second grade were children able to understand that both interpretations (their own and the alternative) were equally valid for the same stimulus. The results also revealed that the ability to show informed reversal does not necessarily imply the ability to overcome the ‘own’ interpretation bias and, consequently, does not require the achievement of a real understanding of ambiguity. The present study showed an age-related development of ambiguity understanding, from an egocentric interpretation to the acceptance of two interpretations as equally valid. 相似文献
12.
从逻辑看歧义的产生及其解决途径 总被引：2，自引：0，他引：2
王健平 《华南师范大学学报(社会科学版)》2006,3(3):3-9
歧义是一种语言使用现象。语言哲学和逻辑学主要以澄清语言表达式的意义为目的来看待和研究歧义。语言表达式的多义是导致语言使用产生歧义的一个重要原因。分析歧义的产生应该从语言的表达和理解两个方面来进行。语境既可能消解歧义,也可能保留或产生歧义。认识歧义的多种表现形式,有利于利用多种语境来解决多种歧义问题。从自然语言使用本身出发,对歧义只能是分析、防范、利用,而不可能指望通过使用某一种人工语言将其杜绝。 相似文献
13.
吴唯 《南昌教育学院学报》2012,(2):163-164
歧义现象在自然语言中十分常见,而认知语境有助于歧义的辨别与消解。本文从关联理论视角下的认知语境出发,探讨了认知语境对歧义句意义选择的影响和制约。本文认为,利用认知语境来研究语言的多义现象,能取得解释力更强的效果。 相似文献
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15.
The purpose of this study was to investigate whether hyphens that disambiguate phrasing in ambiguous sentences influence reading rate and reading comprehension for younger and older adults. Moreover, as working memory (WM) has been implicated in age-related changes in sentence comprehension for both auditory and written materials, we asked if it contributed to comprehension of our sentences with hyphenated and non-hyphenated ambiguous noun phrases (NPs), predicting that the hyphens would reduce WM load. Twenty younger (M?=?24?years) and 20 older (M?=?73?years) adults read sentences with either ambiguous or non-ambiguous NPs that were either hyphenated or not. Both reading times for the sentences and accuracy on Yes/No questions were measured. Results indicated that younger adults read sentences more rapidly than the older participants whether sentences were presented word-by-word or as complete sentences. Both younger and older adults read sentences with ambiguous hyphenated NPs faster than sentences with ambiguous non-hyphenated NPs. Yes/No question accuracy distinguished reading of the sentences with ambiguous hyphenated phrases from those with ambiguous non-hyphenated phrases for older, but not for younger adults. Regression analyses showed that age contributed to both accuracy and reading times on this task, whereas WM did not. 相似文献
16.
Arnold Wilkins Roanna Cleave Nicola Grayson Louise Wilson 《Journal of Research in Reading》2009,32(4):402-412
We present four studies indicating that the size and design of the typeface in textual material for children aged 7–9 may impair speed of reading and comprehension, and measurement of reading attainment. The first study compared the speed with which sample sentences were comprehended. The sentences were printed in Arial font with an x‐height of 4.2 or 5.0 mm. The sentences were verified 9% more quickly when presented in the larger typeface. The second study compared reading age on the Salford Sentence Reading Test when the typeface remained at the initial size (x‐height 3.3 mm) throughout the test, and when it decreased in size as usual. The average reading age measured with the larger font was 4 months older. The final studies compared the font Sassoon Primary with the font Verdana and showed that Verdana was read and searched more quickly. 相似文献
17.
《Scientific Studies of Reading》2013,17(4):353-375
In this study, 132 first graders' comprehension-monitoring skills were examined and related to their decoding and listening-comprehension skills. Decoding skills were tested with a word-picture matching task and with word-naming and word-nonword decision tasks. Story-listening tasks were used in determining the level of listening comprehension. Children's comprehension monitoring was measured by means of an online method in which reactions to embedded comprehension obstacles (lexical, syntactical, factual falsehoods, or contradictions) were assessed. The number of "lookbacks" and the time spent in reading the target words/sentences were recorded and used as indicators of activities involved in comprehension monitoring. The results indicated that monitoring one's comprehension is already present in beginning reading but that the level of decoding and listening-comprehension skills affects the ways and efficacy of monitoring. 相似文献
18.
花园小径句的构成对英语阅读理解的启示 总被引：1，自引：0，他引：1
刘丹丹 《牡丹江教育学院学报》2011,(3):148-149
花园小径句是英语中一种特殊的语言现象,其构成通常是利用一词多义、句法策略和话语关联的理解策略。透析花园小径句的构成,对于英语阅读理解在词汇、句法策略、认知语用方面具有重要的启示。在教学过程中引入花园小径句,对于提高学生的英语阅读能力有着重要的意义。 相似文献
19.
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
20.
Helen Mulholland 《Journal of Research in Reading》1985,8(2):139-140
The research reported in this thesis was designed to investigate the nature of reading comprehension failure with a view to improving remedial reading programmes for those children who, although resembling normal readers in other respects, enter secondary education with an inadequate level of reading ability. By the use of cloze tests, in which the reader is required to restore words deleted from a text, comparisons were made between failing readers at age twelve, normal readers of age twelve and normal readers of age nine who had reached the same level of reading comprehension as the failing twelve-year-olds. The three groups’ responses were classified by a system based on a view of the reading process as an interaction between the reader and the text. The effects of specific aspects of text on the three groups of readers were investigated. It was found that there were significant differences between the responses offered by the failing readers at age twelve and normal readers at age nine. Since the level of reading ability of the two groups was the same, this suggests that reading failure involves qualitative differences from normal reading development. The types of difficulty experienced by failing readers, as reflected in their cloze responses, include difficulties in visual scanning, in reconstruction of syntactic structures and in vocabulary. These components did not affect all failing readers equally. Failing readers appear to have greater difficulty than normal in relating their responses to the general theme of the text and tend to treat it as a series of isolated fragments. They make less use of the context following a deleted word than normal readers. Failing readers at age twelve appear to have greater difficulty than normal readers at age nine in recognizing which segments of a text contain important information. The whole population of a secondary school, 643 subjects, was tested and it was found that failing readers at age fifteen produced the same pattern of responses as those failing at age twelve. The only improvement appearing in their reading was in the processing of complete sentences. There were indications that remedial programmes designed on the diagnostic basis provided by the research results produced an increase in reading age in six months of a similar order to that produced by previous remedial programmes in a year. The increase was approximately twenty-four months on average for a group of failing readers whose mean reading age on entry was eight years six months. The programme caused them to alter their response patterns to resemble those of normal readers at age twelve. 相似文献