摘要
旨在考察正字法信息在发展性阅读障碍儿童图表阅读中的作用,利用眼动仪记录汉语发展性阅读障碍组儿童与年龄匹配阅读正常组儿童图表阅读过程中的眼动数据。实验1控制了图表复杂度和问题难度,结果发现,复杂问题的正确率、单个试次总用时、总注视时间、注视次数的组间差异显著;实验2用图像替代图表中的正字法信息,结果发现,将柱状图的x轴和图例以图像形式表示(消除柱状图中的正字法信息)时,阅读障碍组与阅读正常组阅读成绩无显著差异。结果提示,正字法信息阻碍了发展性阅读障碍儿童的图表阅读。
The present study tested the work by using measures of eye movements to examine whether graph interpretation deficits in dyslexia were directly related to difficulties processing the orthographic components of graphs(i.e.axes and legend labels).Eye tracking provides a means for objectively recording and analyzing the reading behavior in a normal environment,and its varied eye movement measures also permit examining subtle changes that occur during reading with background speech.70 participants(35 dyslexia readers for DR group,and 35 typical readers for TR group)took part in the experiment.Trial-finished time and eye movements were recorded as students answered comprehension questions about simple data displayed in bar graphs.Axes and legends were labelled either with words(traditional bar graphs)or icons(orthography-free graphs).Students also answered informationally equivalent questions presented in sentences.In experiment 1,a 2(reader type:dyslexia reader,typical reader)×2(information complexity:easy,difficult)×2(question complexity:easy,difficult)mixed design was used.The information complexity and the question complexity were the within-subjects factors,and the reader type was the between-subjects factor.Traditional bar charts with related questions(the questions were presented on the right side of the histogram in the form of sentences)were used as reading materials to explore the differences in reading comprehension of traditional bar charts between dyslexia and typical readers.We found that the difference was significant on the scores of reading comprehension between the readers with dyslexia and the typical readers.We also found that the main reason for this result was the presence of orthographic information in the question area and the histogram area.In experiment 2,a 2(reader type:dyslexia reader,typical reader)×2(information complexity:easy,difficult)×2(information presentation:traditional graph,orthography-free graph)mixed design was used.The information complexity and the information presentatio
作者
胡欣灼
向慧雯
王晓彤
隋雪
Hu Xinzhuo;Xiang Huiwen;Wang Xiaotong;Sui Xue(Department of Psychology,Liaoning Normal University,Dalian,116029)
出处
《心理科学》
CSSCI
CSCD
北大核心
2020年第1期95-101,共7页
Journal of Psychological Science
基金
教育部人文社会科学规划基金项目(19YJA190005)
辽宁省社科规划基(L16WSZ009)
辽宁省教育厅高水平创新团队国外培养项目(2018LNGXGJWP-YB015)
辽宁省教育厅一般科研项目(L201683659)
辽宁省教育科学“十三五”规划年度课题(JG16CB341)的资助.
关键词
发展性阅读障碍
图表阅读
正字法加工
眼动
dyslexia
graph comprehension
orthographic processing
eye movement
