Eskenazi Michael A, Kemp Paige, Folk Jocelyn R
Department of Psychology, Stetson University, DeLand, FL, USA.
Department of Psychological Sciences, Kent State University, Kent, OH, USA.
Q J Exp Psychol (Hove). 2021 Mar;74(3):548-558. doi: 10.1177/1747021820967292. Epub 2020 Nov 2.
During reading, most words are identified in the fovea through a direct fixation; however, readers also identify some words in the parafovea without directly fixating them. This word skipping process is influenced by many lexical and visual factors including word length, launch position, frequency, and predictability. Although these factors are well understood, there is some disagreement about the process that leads to word skipping and the degree to which skipped words are processed. The purpose of this study was to investigate the word skipping process when readers are exposed to novel words in an incidental lexical acquisition paradigm. Participants read 18 three-letter novel words (i.e., pru, cho) in three different informative contexts each while their eye movements were monitored. They then completed a surprise test of their orthographic and semantic acquisition and a spelling skill assessment. Mixed-effects models indicated that participants learned spellings and meanings of words at the same rate regardless of the number of times that they were skipped. However, word skipping rates increased across the three exposures and reading times decreased. Results indicate that readers appear to process skipped words to the same degree as fixated words. However, this may be due to a more cautious skipping process used during lexical acquisition of unfamiliar words compared to processing of already known words.
在阅读过程中，大多数单词是通过直接注视在中央凹中识别出来的；然而，读者也能在副中央凹中识别一些单词而无需直接注视它们。这种跳读单词的过程受到许多词汇和视觉因素的影响，包括单词长度、起始位置、频率和可预测性。尽管这些因素已被充分理解，但对于导致跳读单词的过程以及跳读单词的处理程度仍存在一些分歧。本研究的目的是在附带词汇习得范式中，当读者接触新单词时，研究跳读单词的过程。参与者在三种不同的信息背景下阅读18个由三个字母组成的新单词（如pru、cho），同时监测他们的眼动。然后，他们完成了一项关于正字法和语义习得的突击测试以及一项拼写技能评估。混合效应模型表明，无论单词被跳过的次数多少，参与者学习单词拼写和意义的速度相同。然而，在三次阅读过程中，跳读率增加，阅读时间减少。结果表明，读者似乎对跳读单词的处理程度与注视单词相同。然而，这可能是由于在不熟悉单词的词汇习得过程中，与处理已知单词相比，使用了更谨慎的跳读过程。
