大学生阅读知觉广度影响因素的回归分析

心理与行为研究 ›› 2013, Vol. 11 ›› Issue (2): 190-194.

大学生阅读知觉广度影响因素的回归分析

张巧明^{1, 3}, 王爱云², 闫国利¹

1 天津师范大学心理与行为研究院,天津 300074;
2 天津市和平区教师进修学校,天津 300070;
3 鲁东大学教育科学学院,烟台 264011

收稿日期:2012-07-12 出版日期:2013-03-20 发布日期:2015-02-15
通讯作者: 闫国利,男,天津师范大学心理与行为研究院教授,博士生导师。E-mail:psyygl@163.com。
作者简介:张巧明,女,鲁东大学教育科学学院讲师,天津师范大学心理与行为研究院博士。
基金资助:
本研究得到国家社会科学基金项目（10BYY029）的资助

Regression Analysis of Influences on Perceptual Span of Undergraduates

Zhang Qiaoming^{1, 3}, Wang Aiyun², Yan Guoli¹

1 Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074;
2 Teacher Training School of Heping District, Tianjin 300070;
3 Institute of Educational Science, Ludong University, Yantai 264011

Received:2012-07-12 Online:2013-03-20 Published:2015-02-15

摘要/Abstract

摘要： 采用移动窗口技术,以101名大学生为被试,探讨了大学生的阅读知觉广度,同时使用多元回归方法考察了各因素对眼动指标的影响,结果表明：（1）大学生知觉广度的右侧范围为2-3个汉字;（2）材料难度、工作记忆和阅读理解对大学生被试的眼动指标有显著的预测作用。

关键词: 中文阅读, 知觉广度, 移动窗口技术, 眼动, 多元线性回归。

Abstract: In the present study gaze-contingent moving-window technique was used to explore the perceptual span in Chinese reading. 101 undergraduates participated in the experiment. Their eye movements were recorded with a SR Research EyeLink 2K eye tracker. 120 sentences were presented in six viewing conditions(R0, L1R1, L2R2, L3R3, L4R4 and whole line)to examine the perceptual span of participants in different conditions. The eyemovement data was analyzed by multiple linear regression to exlpore the influences on perceptual span. The results showed:(1)The undergraduates could obtain useful information from a region about 2-3 character spaces to the right of fixation.(2)Material difficulties, working memory capacity and reading skill can predict perceptual span.

Key words: Chinese reading, perceptual span, moving-window technique, eye movement, multiple linear regression.

中图分类号:

B842.1

张巧明, 王爱云, 闫国利. 大学生阅读知觉广度影响因素的回归分析[J]. 心理与行为研究, 2013, 11(2): 190-194.

Zhang Qiaoming, Wang Aiyun, Yan Guoli. Regression Analysis of Influences on Perceptual Span of Undergraduates[J]. Studies of Psychology and Behavior, 2013, 11(2): 190-194.

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