文本阅读中时间信息的心理加工研究

有关句子或篇章理解中时间信息加工的问题一直以来就是心理语言学研究的热点之一,情境模型理论的提出更是激起了研究者们对时间维度的关注。总结、梳理情境模型的相关理论,了解时间信息的心理加工研究的主要技术模型以及目前该研究领域所存在问题,对该领域研究的健康发展有着积极意义。     

问题解决学习活动中知识建构的过程与规律研究

知识建构是问题解决学习活动的核心目标。通过分析问题解决中知识建构的过程,可以帮助研究者剖析活动中知识形成和发展的过程,调整优化活动设计方案。本研究利用案例研究的方法,分析了问题解决活动中学习者进行知识建构的会话特征、具体过程和互动结构等,得出了三个结论。1.问题解决知识建构的会话数量随着知识建构层次的升高而减少,更多的会话集中于信息分享层级,在理解层级以上的会话数量偏低。2.在问题空间构建阶段主要的知识建构过程是对信息的分析和加工;问题解决策略选择阶段是对信息进行新情境下的分析、综合,并不断评估解决方案。3.问题解决学习活动的互动结构总体可以分为信息加工、建构观点和方案、提炼或浓缩观点与方案三个大的意义单元。     

句子理解中语言信息的整合加工机制

句子理解过程是对语音、词汇、句法、语义层面语言信息的整合加工过程。分段式、并行式和一体式模型争论的核心在于语言信息加工的时间进程和交互作用。根据已有实验推测：1)语言信息在句子加工中起作用的方向很　可能由其本身层次属性决定：句法信息作用方向可能向后,语义信息作用方向可能向前;2)语言信息在句子加工中起作用的强度也很有可能由其本身层次属性决定,但都还需进一步实验验证。语用层面信息加工过程的研究需要加强,实验材料为汉语的相关研究有待单独梳理。     

人物性格特征在中文故事阅读理解中的预期作用

采用记录阅读时间的方法,考察了读者在中文故事阅读中是否会根据人物性格特征对该人物在特定情境下的行为进行预期推理.三个实验均采用2×2被试内设计.实验一结果表明人物性格特征的预期作用不大.实验二结果表明详述的人物性格特征的预期作用变大了.实验三结果表明,读者通过共振过程从长时记忆中重新激活了人物性格特征对该人物在特定情境下的行为进行了预测.三个实验中均没有出现溢出效应,这可能表明性格特征这类信息缺乏稳定性.     

全国教育科学"九五"规划课题成果简介(二)

课题名称：《中小学生阅读过程的心理加工模式与阅读能力的培养》 课题类别：教育部重点 学科分类：教育心理 课题承担人：华南师范大学莫雷 联系地址：广州石牌 510631 　　课题主要进行了三方面的研究。 　　(1)关于文章宏观阅读的信息加工过程的研究。内容包括文章自然阅读理解、任务阅读、快速阅读、概括文章主题的信息加工过程以及文章阅读过程的精加工推理过程等。系统揭示了文章阅读的信息加工机制，中小学生阅读过程信息加工方式。例如，研究表明，快速阅读文章的过程，主要是一个更多地利用概念推动，较少地需要材料信息的“预期—…     

析建构主义学习理论与英语情境教学

近年来,建构主义学习理论越来越受到教育界推崇.建构主义强调学习是一个积极主动的建构过程,学习者主动地根据先前的认知结构,借助于他人和环境的帮助,通过独特的信息加工过程,注意和有选择地知觉外在信息,建构当前事物的意义的过程.情境是影响学习过程的四大因素之一,外语教师在课堂上应积极创建建构主义学习环境,采用情境教学,让学生在一定的情境中通过自己原有的语言知识和社会知识主动建构对新内容的理解.     

阅读教学的优化研究与阅读心理机制的介入

近二三十年来,国外兴起“阅读学”研究,给阅读教学领域开辟了广阔的天地。阅读是一个心理过程,阅读的心理机制至少应该关涉到以下几个要素：读者心境的影响,阅读目的和计划的监控,信息加工方向和方式的选择,人脑中原有信息对阅读认知重新建构的作用。这就为我们阅读教学的优化研究提供了理论依据,因此我们在阅读教学中应该注意：一、创设阅读情境优化阅读心境罗生布拉特认为,阅读材料、阅读情境与阅读者的心境呈现某种一致性时,那么阅读理解的效果就好。该模式强调阅读情境和阅读者心境的和谐与协调,我们的阅读教学如果忽视情感搞…     

建构主义教学理论在思想政治课教学中的应用

建构主义认为,知识是学习者在一定情境中,主动构建而获得的。即学习不是被动接受信息刺激的过程,而是依据自己的经验背景,对外部信息进行主动选择、加工、处理,从而获得意义建构的过程。教师是意义建构的帮助者、促进者,学生才是信息加工的主体、意义的主动建构者。把建构主义的认识观纳入中学思想政治课教学之中,对优化中学思想政治课的教学过程,促进素质教育有着十分重要的意义。     

内隐社会认知的理论建构

从内隐社会认知的加工阶段、加工对象,以及信息加工过程三个维度出发,建构了内隐社会认知的理论体系。     

计算机辅助教学在语文学科中的应用

计算机多媒体技术和网络技术引入教育教学,使学生的阅读对象不仅有文字和图片,而且有大量有声读物、动画、视频资料.它以其鲜明的教学特点,丰富的教学资源,形象生动的情境,能够充分调动学生的主体性,使他们在学习过程中真正成为信息加工的主体和知识的主动建构者.     

文本阅读中时间信息的加工及其对文本理解的影响

总结了当今阅读心理研究领域关于文本理解中时间信息的加工及其对文本理解影响的研究。     

时间知觉阈限的双脑不对称性

时间知觉阈限并非单个概念，而是依赖于不同判断标准在不同时间经验问的分层级的门槛，并可能对应着不同时距范围内时间信息加工的不同机制。研究用分视野呈现技术考察了大脑两半球在三种不同反应标准下测定的短时距刺激时间知觉阈限上的差异，结果表明：（1）三种反应标准和不同呈现方位条件下，极限法测定的时间知觉阈限存在显著差异，二因素的交互作用不显著；（2）就时间知觉阈限而言，左半球存在着时间信息加工上的相对优势；（3）“同时-非同时”的阈限最低，其次是“连续-分离”的阈限，最后是“先后顺序”的阈限。     

文本阅读加工模式的研究进展

20世纪60年代以来,随着认知心理学和心理语言学的发展,文本阅读过程模式先后经历了早期的自下而上、自上而下和相互作用模式.随着实时研究技术的发展,在对文本阅读中的动态的加工过程和静态的表征深入探索的基础上,先后在对建构主义模式、基于记忆的文本加工模式和建构整合模式的争议和探讨中逐渐形成了文本阅读的双加工模式和风景模型.     

汉语阅读者之时间加工能力差异

通过对比优、劣汉语阅读者在视觉、听觉时间加工任务中的表现,探讨不同水平的正常阅读者中存在的时间加工能力差异。选择阅读能力正常的小学三年级学生,筛选优秀阅读者18人,拙劣阅读者16人,施以瑞文智力测试及一系列阅读能力测试。采用时间顺序判断的经典范式,分别考察了两组被试的视觉、听觉时间加工能力。数据分析结果表明:优秀汉语阅读者的视、听觉时间加工能力,均显著地高于拙劣汉语阅读者,但当智力因素被控制后,组间差异的显著性消失。     

Event temporal relation computation based on machine learning

Temporal relation computation is one of the tasks of the extraction of temporal arguments from event,and it is also the ultimate goal of temporal information processing.However,temporal relation computation based on machine learning requires a lot of hand-marked work,and exploring more features from discourse.A method of two-stage machine learning based on temporal relation computation(TSMLTRC)is proposed in this paper for the shortcomings of current temporal relation computation between two events.The firs...     

Event temporal relation computation based on machine learning

Temporal relation computation is one of the tasks of the extraction of temporal arguments from event, and it is also the ultimate goal of temporal information processing. However, temporal relation computation based on machine learning requires a lot of hand-marked work, and exploring more features from discourse. A method of two-stage machine learning based on temporal relation computation (TSMLTRC) is proposed in this paper for the shortcomings of current temporal relation computation between two events. The first stage is to get the main temporal attributes of event based on classification learning. The second stage is to compute the event temporal relation in the discourse through employing the result of the first stage as the basic features, and also employing some new linguistic characteristics. Experiments show that, compared with the artificial golden rule, the computational efficiency in the first stage is much higher, and the F1-Score of event temporal relation which is computed through combining multi-features may be increased at 85.8% in the second stage.     

Becoming Part of the Story! Refueling the Interest in Visualization Strategies for Reading Comprehension

Visualizing the events described in a text is crucial for constructing a rich and coherent visuospatial mental representation (i.e., situation model) of the text. According to current reading comprehension theories, the construction of such a situation model likely involves all sensory modalities. However, at present these insights are hardly used to inform reading comprehension strategies for improving the understanding of text. To provide more insight into the different ways visualization can be used to encourage readers to build non-linguistic representations of text, this paper classifies the visualization strategies that have been studied and discussed in the literature along internal-external and unimodal-multimodal dimensions. Thereby, educators and other readers are presented with a contemporary collection of visualization strategies to improve reading comprehension that could inform practice and provide a basis for further research.     

界变义时间副词的语义时间定位模式及类别

界变义时间副词关涉到情状在时间轴上的质变,具有动态性、异质性特征。界变义时间副词对情状具有时间定位功能,我们可以根据界变义时间副词语义时间定位模式的不同对其进行分类,首先从体的角度可将其分为＂先事、后事、当事、当事—后事＂四类,然后从时的角度可再对这四类界变义时间副词进行进一步的小类划分,从而构建起界变义时间副词的分类系统。     

Inspecting a picture before reading affects attentional processing but not comprehension

Abstract

This study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n?= 30) which differed in whether a picture of the initial situation described in a narrative text was presented before reading (i.e. pictorial-support condition) or not (i.e. no-picture condition). Situation-model construction was measured using both process- and product-oriented measures. Eye-tracking data indicated online resource allocation to the different levels of text representation: surface, textbase, and situation model. Literal text questions and inference questions were used as an offline indication of textbase and situation-model processing, respectively. The results showed that a picture presented before reading led to a redistribution of processing resources during reading, evidenced by a shift from textbase to situation-model processing. This attentional shift did not translate into higher comprehension scores. The results were interpreted in line with multimedia learning theories suggesting pictures can serve as a mental scaffold for situation-model construction.     

Extracting information from an animation during complex visual learning

The construction of a high quality mental model from a complex visual display relies the capacity of learners to extract appropriate information from that display. Beginning students of meteorology complied written records of generalisations extracted from animated weather map sequences in order to prepare themselves for a subsequent prediction task. Analysis of these records revealed that much of the information extracted was perceptually salient rather than thematically relevant. This perceptual dominance effect was found for both visuospatial and temporal aspects of the display. The statements produced were deficient with regard to the causal explanations that would be necessary to build a satisfactory mental model of the depicted situation. These deficiencies involved both the proportion of causal material recorded and the attribution of causality on an everyday rather than a domain-appropriate basis. The limitations of the information extracted were interpreted as evidence of subjects’ use of selective attention to control cognitive load in a complex, demanding processing situation and the effects of their lack of domain-specific background knowledge. Contrary to prevailing orthodoxies, the results raise the possibility that in some circumstances, animations may not be instructionally superior to static depictions because the processing demands involved can have negative effects on learning.