Johnson Rebecca L, Oehrlein Elizabeth C, Roche William L
Department of Psychology, Skidmore College.
J Exp Psychol Hum Percept Perform. 2018 Jul;44(7):973-991. doi: 10.1037/xhp0000506. Epub 2018 Apr 5.
The current study utilized the gaze-contingent boundary paradigm (Rayner, 1975) to examine the effects of predictability and parafoveal preview on reading behavior of developing readers. Participants ranging in age from 6- to 12-years-old read target words placed in a predictable or neutral context. Target words were manipulated to give either a valid identity preview, a visually similar preview that provided partial letter identity information, or a visually dissimilar preview where all of the letters were substituted. Developing readers fixated for a shorter duration on words in a predictable context. Furthermore, they showed significant preview effects and gained the most preview benefit from a full valid preview of the target word, especially within a predictable context. More skilled readers received more parafoveal information and relied less on context than less skilled readers. Implications for models of eye-movement control are discussed. (PsycINFO Database Record
本研究采用注视点连续边界范式（Rayner，1975）来检验可预测性和副中央凹预视对发展中读者阅读行为的影响。年龄在6至12岁之间的参与者阅读置于可预测或中性语境中的目标词。对目标词进行处理，使其呈现有效的身份预视、提供部分字母身份信息的视觉相似预视或所有字母都被替换的视觉不相似预视。发展中读者在可预测语境中对单词的注视时间更短。此外，他们表现出显著的预视效应，并且从目标词的完整有效预视中获得的预视益处最大，尤其是在可预测语境中。与阅读能力较差的读者相比，阅读能力较强的读者获得的副中央凹信息更多，对语境的依赖更少。文中讨论了对眼动控制模型的启示。（PsycINFO数据库记录）
