ISSN 0439-755X
CN 11-1911/B

Acta Psychologica Sinica ›› 2025, Vol. 57 ›› Issue (9): 1512-1528.doi: 10.3724/SP.J.1041.2025.1512

• Reports of Empirical Studies • Previous Articles     Next Articles

Processing strategies in focus: How highly-efficient and less-efficient learners navigate novel word learning in Chinese reading

XIANG Ying1,2, HE Fei4, FENG Linlin1,2, LONG Mengling5, BAI Xuejun1,2,3, LIANG Feifei1,2,3()   

  1. 1Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300387, China
    2Faculty of Psychology, Tianjin Normal University, Tianjin 300387, China
    3Tianjin Social Science Laboratory of Students’ Mental Development and Learning, Tianjin 300387, China
    4School of Psychology, Hainan Normal University, Haikou 571158, China
    5Department of Student Affairs, Hunan University of Finance and Economics, Changsha 410205, China
  • Published:2025-09-25 Online:2025-06-26
  • Contact: LIANG Feifei E-mail:feifeiliang_329@126.com

Abstract:

This study investigated whether efficient lexical acquisition is associated with specific cognitive processing strategies during reading. Participants were divided into highly- and less-efficiency groups based on their orthographic learning performance. Two types of pseudo-characters were constructed as novel words, manipulating the consistency between semantic cues from radicals and sentence contexts, resulting in two experimental conditions: semantically transparent and semantically opaque. The novel words were embedded in six sentences to establish lexical representations, followed by an orthographic knowledge test. A total of 116 university students participated in the study. The results showed that the highly-efficient readers exhibited significantly longer fixation durations on novel words and their contexts compared to the less-efficient readers. As learning progressed, the proportion of fixation times on novel words decreased while the proportion of fixation times on sentential context increased. This effect was more pronounced among highly-efficient than less-efficient learners. Additionally, only highly-efficient learners showed a robust semantic transparency effect when processing novel words during sentence reading. These results support the Focusing-Enrichment Model, suggesting that successful lexical acquisition in reading is linked to specific cognitive processing strategies, particularly the strategic use of sublexical semantic cues and dynamic resource allocation between novel words and contextual information.

Key words: incidental word learning, individual differences, sub-lexical semantic decoding, radical