Millis K K, Simon S, tenBroek N S
Department of Psychology, Northern Illinois University, DeKalb 60115, USA.
Mem Cognit. 1998 Mar;26(2):232-46. doi: 10.3758/bf03201136.
Two experiments examined how cognitive resources are allocated to comprehension processes across two readings of the same scientific texts. In Experiment 1, readers read and later reread texts describing scientific topics. The results indicated that across readings, readers decreased resources allocated to proposition assembly, increased resources allocated to text-level integration, and expended a similar amount of resources to lexical access. Subjects who reread the texts after a week delay showed a similar pattern, except that they did not show the increase for text-level integration. Experiment 2 revealed a similar pattern of results with a moving window procedure, except that there was a significant decrease in resources allocated to lexical access across exposures. This experiment also indicated that the rereading speedup was greatest at sentence boundaries, suggesting that the prior exposure enabled readers to immediately process each word. Overall, the results are consistent with the claim that readers allocate proportionally more available resources to text-level integration during rereading because proposition assembly, which enables text-level integration, can be completed with fewer resources.
两项实验研究了在对同一科学文本进行两次阅读的过程中，认知资源是如何分配到理解过程中的。在实验1中，读者先阅读然后再重读描述科学主题的文本。结果表明，在多次阅读过程中，读者分配到命题组合的资源减少，分配到文本层面整合的资源增加，而分配到词汇通达的资源量相似。在延迟一周后重读文本的受试者表现出类似的模式，只是他们在文本层面整合方面没有出现资源增加的情况。实验2采用移动窗口程序也得出了类似的结果模式，只是在多次阅读过程中分配到词汇通达的资源显著减少。该实验还表明，重读加速在句子边界处最为明显，这表明先前的阅读使读者能够立即处理每个单词。总体而言，这些结果与以下观点一致：读者在重读过程中会将相对更多的可用资源分配到文本层面的整合，因为能够实现文本层面整合的命题组合可以用较少的资源完成。
