McKoon Gail, Ratcliff Roger
The Ohio State University.
J Mem Lang. 2018 Oct;102:115-129. doi: 10.1016/j.jml.2018.05.005. Epub 2018 Jun 7.
When a word is read in a text, the aspects of its meanings that are encoded should be those relevant to the text and not those that are irrelevant. We tested whether older adults, college students, and adults with poor literacy skills accomplish contextually relevant encoding. Participants read short stories, which were followed by true/false test sentences. Among these were sentences that matched the relevant meaning of a word in a story and sentences that matched a different meaning. We measured the speed and accuracy of responses to the test sentences and used a decision model to separate the information that a reader encodes from the reader's speed/accuracy tradeoff settings. We found that all three groups encoded meanings as contextually relevant. The findings illustrate how a decision-making model combined with tests of particular comprehension processes can lead to further understanding of reading skills.
当一个单词在文本中被阅读时，其编码的意义方面应该是与文本相关的，而不是无关的。我们测试了老年人、大学生和读写能力较差的成年人是否能完成与上下文相关的编码。参与者阅读短篇故事，随后是是非测试句子。其中包括与故事中某个单词的相关意义相匹配的句子，以及与不同意义相匹配的句子。我们测量了对测试句子的反应速度和准确性，并使用一个决策模型将读者编码的信息与读者的速度/准确性权衡设置区分开来。我们发现所有三组都将意义编码为与上下文相关。这些发现说明了一个决策模型与特定理解过程测试相结合如何能进一步增进对阅读技能的理解。
