Zwaan Rolf A, Madden Carol J
Department of Psychology, Florida State University, Tallahassee, FL 32306-1270, USA.
J Exp Psychol Learn Mem Cogn. 2004 Jan;30(1):283-8; discussion 289-91. doi: 10.1037/0278-7393.30.1.283.
The authors examined how situation models are updated during text comprehension. If comprehenders keep track of the evolving situation, they should update their models such that the most current information, the here and now, is more available than outdated information. Contrary to this updating hypothesis, E. J. O'Brien, M. L. Rizzella, J. E. Albrecht, and J. G. Halleran (1998) obtained results suggesting that outdated or incorrect information may still influence the comprehension process. The authors of the current study demonstrate that the nature of E. J. O'Brien et al.'s materials were the likely cause of this pattern of results. Hence, the current authors constructed materials that circumvent identified confounds and in a reading-time experiment obtained evidence supporting the here-and-now hypothesis.
作者们研究了情境模型在文本理解过程中是如何更新的。如果理解者追踪不断发展的情境，他们应该更新自己的模型，以便使最新的信息，即此时此地的信息，比过时的信息更容易获取。与这种更新假设相反，E. J. 奥布赖恩、M. L. 里泽拉、J. E. 阿尔布雷希特和J. G. 哈勒兰（1998年）得到的结果表明，过时或不正确的信息可能仍然会影响理解过程。本研究的作者证明，E. J. 奥布赖恩等人所使用材料的性质可能是导致这种结果模式的原因。因此，本研究的作者构建了能够规避已识别混淆因素的材料，并在一项阅读时间实验中获得了支持此时此地假设的证据。
