ISSN 1671-3710
CN 11-4766/R
主办：中国科学院心理研究所
出版：科学出版社

心理科学进展 ›› 2015, Vol. 23 ›› Issue (11): 1894-1909.doi: 10.3724/SP.J.1042.2015.01894

• 元分析 • 上一篇    下一篇

词空格在汉语文本阅读中的作用：基于眼动研究的元分析

余香莲1,2;任志洪3;叶一舵2   

  1. (1福建师范大学海外教育学院; 2福建师范大学教育学院, 福州  350108)
    (3    福州大学人文社会科学学院, 福州  350108)
  • 收稿日期:2014-12-30 出版日期:2015-11-15 发布日期:2015-11-15
  • 通讯作者: 叶一舵, E-mail: yeyiduo@163.com
  • 基金资助:

    福建师范大学教学改革研究项目(I201503040)资助。

The Effects of Interword Spacing in Chinese Text Reading: A Meta-analysis Based on Eye Movements Research

YU Xianglian1,2; REN Zhihong3; YE Yiduo2   

  1. (1 International College of Chinese School, Fujian Normal University, Fuzhou 350108, China)
    (2 College of Education, Fujian Normal University, Fuzhou 350108, China)
    (3 School of Humanities and Social Sciences, Fuzhou University, Fuzhou 350108, China)
  • Received:2014-12-30 Online:2015-11-15 Published:2015-11-15
  • Contact: YE Yiduo, E-mail: yeyiduo@163.com

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摘要：

运用元分析方法考察词空格在汉语文本阅读中的作用, 通过文献检索, 搜集了21篇有效文献, 186对数据满足了元分析标准(n = 756)。结果表明：(1)词空格整体效果量：较之无空格, 有空格汉语文本阅读的平均注视时间、总注视次数、首次注视时间、凝视时间、局部注视时间和局部注视次数的效果量分别为0.65、–0.12、0.26、0.58、0.67和0.64。(2)亚组分析发现：外国学生组平均注视时间、首次注视时间、凝视时间、局部注视时间和局部注视次数的词空格效果量显著高于中国学生组; 空格方式组平均注视时间的效果量显著高于阴影方式组; 低汉语水平组凝视时间、局部注视时间和局部注视次数的效果量显著高于高汉语水平组; 真词组凝视时间、局部注视时间和局部注视次数的效果量显著高于假词组; 小学生组局部注视时间的效果量显著高于大学生组。

关键词: 词空格, 汉语, 文本阅读, 眼动研究, 元分析

Abstract:

Meta-analysis was used to investigate the effects of interword space in Chinese text reading. In the present study, 18 retrieved literatures were used, including 186 pairs of data which met the meta-analysis standard (n = 756). The results indicated that: (1) the overall effect of interword space on mean fixation duration, total fixation count of the whole sentence, first fixation duration, gaze duration, total reading time of target word, and fixation count of target word was 0.65, -0.12, 0.26, 0.58, 0.67 and 0.64 respectively. (2) Significant differences were revealed in the subgroups analysis: the effect of foreign students group was strikingly higher than Chinese students group on mean fixation duration, first fixation duration, gaze duration, total reading time of target word, and fixation count of target word. The spaced group was remarkably higher than the highlighted group on mean fixation duration. The lower level group was significantly higher than the higher level group on gaze duration, total reading time of target word, and fixation count of target word. The true word group was dramatically higher than the pseudo-word group on gaze duration, total reading time of target word, and fixation count of target word. The primary school students group was significantly higher than the college school students group on the total reading time of the target word.

Key words: interword spacing, Chinese, text reading, eye movements research, meta-analysis