The Perceptual Span and Parafoveal Preview Effect of Tibetan-Chinese Readers with High and Low Chinese Level in Reading Chinese

Studies of Psychology and Behavior ›› 2021, Vol. 19 ›› Issue (3): 297-303,333.

Previous Articles Next Articles

The Perceptual Span and Parafoveal Preview Effect of Tibetan-Chinese Readers with High and Low Chinese Level in Reading Chinese

GAO Xiaolei¹, SHEN Meng¹, REN Xiaofei¹, BAI Xuejun^2,3,4, GAO Lei¹

1. Plateau Brain Science Research Center, Tibet University, Lhasa 850000;
2. Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300387;
3. Faculty of Psychology, Tianjin Normal University, Tianjin 300387;
4. Tianjin Social Science Laboratory of Students’ Mental Development and Learning, Tianjin 300387

Received:2020-05-03 Online:2021-05-20 Published:2021-05-20

高、低汉语水平藏–汉读者汉语阅读知觉广度及预视效应

高晓雷¹, 沈梦¹, 任晓飞¹, 白学军^2,3,4, 高蕾¹

1. 西藏大学高原脑科学研究中心，拉萨 850000;
2. 教育部人文社会科学重点研究基地天津师范大学心理与行为研究院，天津 300387;
3. 天津师范大学心理学部，天津 300387;
4. 学生心理发展与学习天津市高校社会科学实验室，天津 300387

通讯作者: 高蕾,E-mail:gaolei1983good@sina.cn
基金资助:
国家自然科学基金项目（31860280）；西藏自治区自然科学基金项目（XZ2019ZRG-22）；西藏大学培育基金项目（ZDTSJH21-04）；西藏大学2020年度中央支持地方高校改革发展资金（00060607）

Abstract

Abstract: In the present study, eye movement was conducted to investigate the perceptual span and parafoveal preview effect of Chinese sentences in Tibetan-Chinese readers with different Chinese levels. Two experiments were carried out. The results showed that: 1) For Tibetan-Chinese readers with high Chinese level, the perceptual span was the space of two Chinese characters to the right of the fixation point. 2) For those with low Chinese level, the perceptual span was the space of one to two Chinese characters to the right of the fixation point. These findings suggest that Tibetan-Chinese readers with different Chinese proficiency can get the orthographic and phonological information from the parafoveal.

Key words: Tibetan-Chinese readers, perceptual span, parafoveal preview, eye movement

摘要： 以藏族大学生为被试，采用眼动技术，考察了高、低汉语水平藏–汉读者阅读汉语时的知觉广度及副中央凹预视获取信息的类型。结果表明，高汉语水平藏–汉读者的阅读知觉广度为注视点右侧2个汉字的空间，低汉语水平藏–汉读者的阅读知觉广度为注视点右侧1～2个汉字的空间；高、低汉语水平藏–汉读者都可以从副中央凹处获取字形和语音信息。

关键词: 藏–汉读者, 阅读知觉广度, 预视效应, 眼动

CLC Number:

B842

GAO Xiaolei, SHEN Meng, REN Xiaofei, BAI Xuejun, GAO Lei. The Perceptual Span and Parafoveal Preview Effect of Tibetan-Chinese Readers with High and Low Chinese Level in Reading Chinese[J]. Studies of Psychology and Behavior, 2021, 19(3): 297-303,333.

高晓雷, 沈梦, 任晓飞, 白学军, 高蕾. 高、低汉语水平藏–汉读者汉语阅读知觉广度及预视效应[J]. 心理与行为研究, 2021, 19(3): 297-303,333.

References

白学军, 高晓雷, 高蕾, 王永胜. (2017). 藏语阅读知觉广度的眼动研究. 心理学报, 49(5), 569-576
高蕾, 高晓雷, 白学军, 陈梅香, 郭志英. (2018). 不同熟练程度藏汉双语者言语理解中的语码切换及其代价. 心理与行为研究, 16(6), 744-750
高晓雷, 李晓伟, 孙敏, 白学军, 高蕾. (2020). 藏语阅读中中央凹词频效应及对副中央凹预视效应的影响. 心理学报, 52(10), 1143-1155
高晓雷, 沈梦, 李海燕, 白学军, 高蕾. (2020). 藏语母语者汉语词汇识别的眼动研究. 心理与行为研究, 18(1), 45-52
江新. (2003). 不同母语背景的外国学生汉字知音和知义之间关系的研究. 语言教学与研究, (6), 51-57
李兴珊, 刘萍萍, 马国杰. (2011). 中文阅读中词切分的认知机理述评. 心理科学进展, 19(4), 459-470
巫金根, 刘志方, 刘妮娜, 黄发杰. (2020). 高低水平汉英二语者阅读难易英语句子的知觉广度. 心理与行为研究, 18(4), 460-465
闫国利, 刘敏, 孟珠, 张莉, 李赛男. (2019). 小学二年级学生的字形预视效应. 心理科学, 42(5), 1113-1119
闫国利, 王丽红, 巫金根, 白学军. (2011). 不同年级学生阅读知觉广度及预视效益的眼动研究. 心理学报, 43(3), 249-263
闫国利, 巫金根, 王丽红. (2013). 小学五年级语文学优生与学困生阅读知觉广度的眼动研究. 心理科学, 36(3), 622-626
张金桥, 王燕. (2010). 韩国、印尼留学生汉字识别中形音义的激活. 心理学探新, 30(6), 36-44, doi:10.3969/j.issn.1003-5184.2010.06.008
张骏, 仝文, 刘志方. (2019). 不同词长中文句子阅读知觉广度的年老化:眼动证据. 心理发展与教育, 35(3), 312-319
张慢慢, 臧传丽, 白学军. (2020). 中文阅读中副中央凹预加工的范围与程度. 心理科学进展, 28(6), 871-882
张慢慢, 臧传丽, 徐宇峰, 白学军, 闫国利. (2020). 快速与慢速读者的中央凹加工对副中央凹预视的影响. 心理学报, 52(8), 933-945
朱璐瑶, 崔占玲. (2017). 字形信息在藏-汉双语者汉字词识别中的作用. 心理学探新, 37(4), 320-326
Au-Yeung, S. K., Kaakinen, J. K., Liversedge, S. P., & Benson, V. (2015). Processing of written irony in autism spectrum disorder:An eye-movement study. Autism Research, 8(6), 749-760, doi:10.1002/aur.1490.
Chace, K. H., Rayner, K., & Well, A. D. (2005). Eye movements and phonological parafoveal preview:Effects of reading skill. Canadian Journal of Experimental Psychology, 59(3), 209-217, doi:10.1037/h0087476.
Häikiö, T., Bertram, R., Hyönä, J., & Niemi, P. (2009). Development of the letter identity span in reading:Evidence from the eye movement moving window paradigm. Journal of Experimental Child Psychology, 102(2), 167-181, doi:10.1016/j.jecp.2008.04.002.
Henderson, J. M., & Ferreira, F. (1990). Effects of foveal processing difficulty on the perceptual span in reading:Implications for attention and eye movement control. Journal of Experimental Psychology:Learning, Memory, and Cognition, 16(3), 417-429, doi:10.1037/0278-7393.16.3.417.
Koda, K. (1988). Cognitive process in second language reading:Transfer of L1 reading skills and strategies. Second Language Research, 4(2), 133-156.
Leung, C. Y., Sugiura, M., Abe, D., & Yoshikawa, L. (2014). The perceptual span in second language reading:An eye-tracking study using a gaze-contingent moving window paradigm. Open Journal of Modern Linguistics, 4(5), 585-594, doi:10.4236/ojml.2014.45051.
Li, X., Gu, J., Liu, P., & Rayner, K. (2013). The advantage of word-based processing in Chinese reading:Evidence from eye movements. Journal of Experimental Psychology:Learning, Memory, and Cognition, 39(3), 879-889, doi:10.1037/a0030337.
Li, X. S., Rayner, K., & Cave, K. R. (2009). On the segmentation of Chinese words during reading. Cognitive Psychology, 58(4), 525-552, doi:10.1016/j.cogpsych.2009.02.003.
McConkie, G. W., & Rayner, K. (1975). The span of the effective stimulus during a fixation in reading. Perception & Psychophysics, 17(6), 578-586.
Rayner, K. (1975). The perceptual span and peripheral cues in reading. Cognitive Psychology, 7(1), 65-81, doi:10.1016/0010-0285(75)90005-5.
Rayner, K. (1986). Eye movements and the perceptual span in beginning and skilled readers. Journal of Experimental Child Psychology, 41(2), 211-236, doi:10.1016/0022-0965(86)90037-8.
Rayner, K. (1998). Eye movements in reading and information processing:20 years of research. Psychological Bulletin, 124(3), 372-422, doi:10.1037/0033-2909.124.3.372.
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457-1506, doi:10.1080/17470210902816461.

[1]	JIA Ning, RONG Lizhuo, DAI Jinghua. Effects of Social Cues on Explicit and Implicit Metacognitive Monitoring and Control [J]. Studies of Psychology and Behavior, 2022, 20(5): 593-599.
[2]	LI Shiyi, XIE Yanfeng, ZHAO Guang, BAI Xuejun. The Influence of Media Multitasking Experience on Implicit Memory in Different Attention Patterns [J]. Studies of Psychology and Behavior, 2022, 20(4): 433-440.
[3]	ZHANG Manman, HU Huilan, BIAN Han, LI Fang, ZHANG Zhichao, ZANG Chuanli. Word Frequency Effects in Fast and Slow Readers During Skilled Chinese Reading [J]. Studies of Psychology and Behavior, 2022, 20(3): 304-310.
[4]	HE Liyuan, ZHAO Xing, BAI Yu, LIU Nina. Multi-Word Unit Processing for Chinese Older Readers: Evidence from Eye Movements [J]. Studies of Psychology and Behavior, 2022, 20(2): 160-166.
[5]	QIN Zhao, WANG Yingchao, YE Jiaying, YUAN Xiaoyuan, YAN Guoli. Visual Compensation in Chinese Deaf Readers’ Sentence Reading: Evidence from Parafoveal-on-Foveal Effect [J]. Studies of Psychology and Behavior, 2022, 20(2): 167-173.
[6]	GU Junjuan, GAO Zhihua, MA Shaoyang. The Sub-Word Boundary Effect of Chinese Character Position Processing in Incremental Words [J]. Studies of Psychology and Behavior, 2022, 20(1): 1-7.
[7]	ZHAO Sainan, LI Lin, ZHANG Lijuan, WANG Jingxin. The Influence of Constrictive Context on the Processing of Unpredictable Word in Chinese Reading [J]. Studies of Psychology and Behavior, 2021, 19(6): 736-742.
[8]	LIU Lu, JIANG Yamei, ZHANG Qiaoming, LI Zhuyang. Influence of the Position and Transparency of Semantic Radicals on Semantic Activation in Chinese Phonogram Recognition [J]. Studies of Psychology and Behavior, 2021, 19(5): 585-591.
[9]	LI Sainan, YAN Guoli, WANG Yali, LIU Min, ZHAO Shuping. The Perceptual Span for Chinese Grade 1 Primary School Students [J]. Studies of Psychology and Behavior, 2021, 19(5): 606-611.
[10]	ZHANG Suyuan, LAN Zebo, ZHANG Shui, MENG Zhu, YAN Guoli. The Effects of Irrelevant Speech on Reading Among First Graders First-Grade Students: An Eye-Tracking Study [J]. Studies of Psychology and Behavior, 2021, 19(4): 433-438,446.
[11]	HE Fei, LIANG Feifei, BAI Xuejun. Semantic Radical Category Consistency Effect in Chinese Incidental Vocabulary Learning [J]. Studies of Psychology and Behavior, 2021, 19(3): 304-311.
[12]	KANG Lichao, LAN Zebo, HAN Yinghong. The Effect of Repeated Reading on the 4 to 5 Years Old Children’s Print Attention in Different Reading Styles [J]. Studies of Psychology and Behavior, 2021, 19(3): 368-374.
[13]	HE Liyuan, TIAN Xue, LI Yue, SHEN Fengdan, WANG Yongsheng, WU Jie. The Irrelevant Speech Effect on Reading in Older Adults: Evidence from Eye Movements [J]. Studies of Psychology and Behavior, 2021, 19(3): 375-381.
[14]	WU-REN Qimuge, ZHAO Aoxue, WANG Yuhan, ZHUANG Xiangling, MA Guojie. Visual Field Preference and Reference Strategy in Comparative Visual Search [J]. Studies of Psychology and Behavior, 2021, 19(2): 166-171.
[15]	WANG Yongsheng, LUO Yujiao, HAN Yang, LIU Nina, LI Xin, BAI Xuejun. The Facilitation of Contextual Cues on Foreign Students’ Incidental Vocabulary Learning: Evidence from Eye Movement [J]. Studies of Psychology and Behavior, 2020, 18(5): 618-623,651.

The Perceptual Span and Parafoveal Preview Effect of Tibetan-Chinese Readers with High and Low Chinese Level in Reading Chinese

高、低汉语水平藏–汉读者汉语阅读知觉广度及预视效应

RichHTML

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

References

Related Articles 15

Recommended Articles

Metrics

Comments