Furtner Marco R, Rauthmann John F, Sachse Pierre
Department of Psychology, University of Innsbruck, Austria.
Adv Cogn Psychol. 2009 Dec 23;5:91-104. doi: 10.2478/v10053-008-0069-1.
Although nouns are easily learned in early stages of lexical development, their role in adult word and text comprehension remains unexplored thus far. To investigate the role of different word classes (open-class words: nouns, adjectives, verbs; closed-class words: pronouns, prepositions, conjunctions, etc.), 141 participants read a transposed German text while recording eye movements. Subsequently, participants indicated words they found difficult and reproduced the story. Then, participants were presented an untransposed text version while also tracking eye movements. Word difficulty, subjectively assessed by an interview and objectively by eye movement criteria (general fixation rate, number of fixations on specific words), text comprehension scores, and regressive fixations from one word class to another in the transposed text indicated that the noun was the most influential word class in enhancing the comprehension of other words. Developmental, intercultural, and neurophysiological aspects of noun dominance are discussed.
尽管名词在词汇发展的早期阶段很容易学习，但到目前为止，它们在成人单词和文本理解中的作用仍未得到探索。为了研究不同词类（开放类词：名词、形容词、动词；封闭类词：代词、介词、连词等）的作用，141名参与者在记录眼动的同时阅读了一篇语序颠倒的德语文章。随后，参与者指出他们觉得困难的单词并复述故事。然后，向参与者展示未颠倒语序的文本版本，同时也跟踪眼动。通过访谈主观评估和通过眼动标准（总体注视率、对特定单词的注视次数）客观评估的单词难度、文本理解分数以及在语序颠倒的文本中从一个词类到另一个词类的回视表明，名词是增强对其他单词理解最具影响力的词类。本文讨论了名词优势的发展、跨文化和神经生理学方面。
