Shechter Adi, Share David L
Department of Learning Disabilities, Faculty of Education, University of Haifa.
Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa.
Psychol Sci. 2021 Jan;32(1):80-95. doi: 10.1177/0956797620958638. Epub 2020 Dec 1.
Rapid and seemingly effortless word recognition is a virtually unquestioned characteristic of skilled reading, yet the definition and operationalization of the concept of cognitive effort have proven elusive. We investigated the cognitive effort involved in oral and silent word reading using pupillometry among adults (Experiment 1, = 30; Experiment 2, = 20) and fourth through sixth graders (Experiment 3, = 30; Experiment 4, = 18). We compared multiple pupillary measures (mean, peak, and peak latency) for reading familiar words (real words) and unfamiliar letter strings (pseudowords) varying in length. Converging with the behavioral data for accuracy and response times, pupillary responses demonstrated a greater degree of cognitive effort for pseudowords compared with real words and stronger length effects for pseudowords than for real words. These findings open up new possibilities for studying the issue of effort and effortlessness in the field of word recognition and other fields of skill learning.
快速且看似毫不费力的单词识别是熟练阅读几乎毋庸置疑的一个特征，然而认知努力这一概念的定义和操作化已被证明难以捉摸。我们使用瞳孔测量法研究了成年人（实验1，n = 30；实验2，n = 20）以及四年级至六年级学生（实验3，n = 30；实验4，n = 18）在朗读和默读单词时所涉及的认知努力。我们比较了阅读不同长度的熟悉单词（真词）和不熟悉字母串（假词）时的多种瞳孔测量指标（平均值、峰值和峰值潜伏期）。与准确性和反应时间的行为数据一致，瞳孔反应表明，与真词相比，假词需要更大程度的认知努力，并且假词的长度效应比真词更强。这些发现为研究单词识别领域以及其他技能学习领域中的努力和轻松问题开辟了新的可能性。
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