Sperlich Anja, Meixner Johannes, Laubrock Jochen
Department of Psychology, University of Potsdam, 14476 Potsdam, Germany.
Department of Psychology, University of Potsdam, 14476 Potsdam, Germany.
J Exp Child Psychol. 2016 Jun;146:181-201. doi: 10.1016/j.jecp.2016.02.007. Epub 2016 Mar 4.
The perceptual span is a standard measure of parafoveal processing, which is considered highly important for efficient reading. Is the perceptual span a stable indicator of reading performance? What drives its development? Do initially slower and faster readers converge or diverge over development? Here we present the first longitudinal data on the development of the perceptual span in elementary school children. Using the moving window technique, eye movements of 127 German children in three age groups (Grades 1, 2, and 3 in Year 1) were recorded at two time points (T1 and T2) 1 year apart. Introducing a new measure of the perceptual span, nonlinear mixed-effects modeling was used to separate window size effects from asymptotic reading performance. Cross-sectional differences were well replicated longitudinally. Asymptotic reading rate increased monotonously with grade, but in a decelerating fashion. A significant change in the perceptual span was observed only between Grades 2 and 3. Together with results from a cross-lagged panel model, this suggests that the perceptual span increases as a consequence of relatively well-established word reading. Stabilities of observed and predicted reading rates were high after Grade 1, whereas the perceptual span was only moderately stable for all grades. Comparing faster and slower readers as assessed at T1, in general, a pattern of stable between-group differences emerged rather than a compensatory pattern; second and third graders even showed a Matthew effect in reading rate and the perceptual span, respectively.
视知觉广度是副中央凹加工的一项标准指标，被认为对高效阅读极为重要。视知觉广度是阅读表现的稳定指标吗？是什么推动了它的发展？最初阅读速度较慢和较快的读者在发展过程中是趋同还是分化？在此，我们呈现了关于小学儿童视知觉广度发展的首批纵向数据。使用移动窗口技术，在相隔1年的两个时间点（T1和T2）记录了127名德国儿童（一年级的1、2、3年级）三个年龄组的眼动情况。引入视知觉广度的一项新指标，采用非线性混合效应模型将窗口大小效应与渐近阅读表现区分开来。横断面差异在纵向研究中得到了很好的重现。渐近阅读速度随年级单调增加，但呈减速趋势。仅在2年级和3年级之间观察到视知觉广度有显著变化。结合交叉滞后面板模型的结果，这表明视知觉广度的增加是单词阅读相对成熟的结果。1年级之后，观察到的和预测的阅读速度稳定性较高，而视知觉广度在所有年级的稳定性仅为中等。比较在T1时评估的阅读速度较快和较慢的读者，总体上出现了组间差异稳定的模式，而不是补偿模式；二年级和三年级学生甚至在阅读速度和视知觉广度上分别表现出马太效应。
