Bucci Maria Pia, Premeti Aikaterini, Godart-Wendling Béatrice
ICAR UMR 5191 CNRS, ENS de Lyon, Université Lyon 2, 69007 Lyon, France.
Neurodiderot, UMR 1141, Université Paris Cité, Hôpital Robert Debré AP-HP, 75019 Paris, France.
Brain Sci. 2024 Nov 27;14(12):1195. doi: 10.3390/brainsci14121195.
The aim of this study is to use an eye tracker to compare the understanding of three forms of implicitness (i.e., presupposition, conversational implicatures, and irony) in 139 pupils from the first to the fifth year of elementary school.
The child was invited to read short texts composed of a context about some characters and a target sentence conveying one of the three kinds of implicitness. After that, there was a comprehension yes/no question to check whether the child had understood the implicit content of the target sentence. At the same time eye, movements were recorded by a remote system (Pro Fusion by Tobii). The number of correct answers, the duration, and the number of fixations on the texts were measured.
We showed that children's reading time is positively correlated with the accurate comprehension of implicitness, and that children similarly understand the three types of implicitness. Furthermore, the number and the duration of fixations depend both on the age of the children and on their good or poor understanding of the implicit contents. This fact is particularly noticeable for children in the first-grade class, for whom fixations are significantly longer and more frequent when they correctly understand sentences containing implicitness.
These results argue in favor of the possibility of teaching the comprehension of some types of implicitness (presupposition, implicature, and irony) from an early age.
本研究旨在使用眼动仪比较139名小学一至五年级学生对三种隐含形式（即预设、会话含义和反讽）的理解。
邀请儿童阅读由关于一些人物的背景和传达三种隐含形式之一的目标句子组成的短文。之后，有一个理解性是非问题，以检查儿童是否理解目标句子的隐含内容。同时，通过远程系统（Tobii的Pro Fusion）记录眼动。测量正确答案的数量、阅读文本的持续时间和注视次数。
我们发现儿童的阅读时间与对隐含内容的准确理解呈正相关，并且儿童对三种隐含形式的理解相似。此外，注视的次数和持续时间既取决于儿童的年龄，也取决于他们对隐含内容的理解好坏。这一事实在一年级儿童中尤为明显，当他们正确理解包含隐含内容的句子时，他们的注视时间明显更长且更频繁。
这些结果支持了从小就教授对某些类型隐含内容（预设、含义和反讽）理解的可能性。
