【摘要】 研究采用消失文本范式考察失聪学生阅读中的词汇加工过程特点。实验1操控词n+1呈现方式与组别变量,结果发现,组别和呈现条件交互影响句子总阅读时间,所有消失条件均影响健听组的句子总阅读时间,词n+1上单个汉字消失并不影响失聪学生总阅读时间。实验2操控词n呈现方式与组别变量,结果发现,组别与呈现条件对句子总阅读时间影响的交互作用不显著,词n消失、词n首字消失和词n尾字消失在相同程度上影响各组总阅读时间。综上可知,失聪学生预加工词n+1的过程不同于健听学生;加工注视词汇的过程环节与健听学生没有差异。更多还原

【Abstract】 Two experiments were conducted to explore whether deaf students process words differently to hearing students in Chinese reading. Experiment 1 was a 4(disappearing manipulations: control vs. word n+1 disappearing vs. initial character of word n+1 disappearing vs. end character of word n+1 disappearing) × 3(groups: deaf vs. reading matched hearing vs. age matched hearing)mixed design. The results showed reliable interaction effects for sentence reading time between groups and disappearing manipulations. Word n+1 disappearing impedes reading more seriously than the other disappearing manipulations for the three groups. Experiment 2 was also a 4(disappearing manipulations: control vs. word n disappearing vs. initial character of word n disappearing vs. end character of word n disappearing) × 3(groups: deaf vs. reading matched hearing vs. age matched hearing) mixed design. The results showed unreliable interaction effects for sentence reading time between groups and manipulations. The results suggest that deaf readers have enhanced parafoveal character processing ability, and a similarity between deaf and hearing readers in their recognition of multi-character words.更多还原