Long Debra L, Freed Erin M
Department of Psychology, University of California, Davis.
Sci Stud Read. 2021;25(2):104-122. doi: 10.1080/10888438.2020.1748633. Epub 2020 Apr 27.
Previous research has generally focused on understanding individual variation in either on-line processing or off-line comprehension even though some theories explicitly link difficulty in processing to comprehension problems. The goal of the current study was to examine individual variation in performance both during on-line and off-line reading measures. A battery of psycholinguistic and cognitive tests was administered to community college and university students. In addition, participants read texts in an eye-tracker and answered comprehension questions about them. Multi-level modeling was used to determine the individual-difference factors that modulated the relation between word-level characteristics (e.g., length, frequency, surprisal) and fixation durations. The analyses showed that language experience, decoding, and WMC interacted with word characteristics to influence fixation durations, whereas language experience and reasoning predicted comprehension. The results suggest that individual variation in processing does not map directly to variation in comprehension as some theories predict.
以往的研究通常聚焦于理解在线处理或离线理解中的个体差异，尽管一些理论明确将处理困难与理解问题联系起来。本研究的目的是考察在线和离线阅读测量过程中表现的个体差异。对社区学院和大学的学生进行了一系列心理语言学和认知测试。此外，参与者在眼动仪上阅读文本，并回答关于这些文本的理解问题。采用多层次建模来确定调节单词层面特征（如长度、频率、意外性）与注视持续时间之间关系的个体差异因素。分析表明，语言经验、解码能力和工作记忆容量与单词特征相互作用，影响注视持续时间，而语言经验和推理能力则预测理解情况。结果表明，如一些理论所预测的那样，处理过程中的个体差异并不直接对应于理解方面的差异。
