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心理学报
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图文相关性对不同认知方式大学生阅读影响的眼动研究
费广洪;王细英;龚桂红
(深圳大学师范学院, 深圳 518060)
An Eye Movement Study about the Effect of the Illustration-text Relativeness on the Reading of College Students with Different Cognitive Styles
FEI Guanghong;WANG Xiying;GONG Guihong
(Normal College, Shenzhen university, Shenzhen 518060, China)
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摘要 阅读是我们日常生活中的一项重要认知活动。利用插图来帮助人们提高阅读理解能力是一种常用的方法。本研究选取了40名大学生做被试, 使用眼动仪考察了图文相关程度(高和低)对不同认知方式大学生(场依存型和场独立型)图文阅读的影响。结果发现:(1)图文相关性对不同认知方式读者影响不同, 图文相关程度对场独立型读者的阅读成绩无显著影响, 但对场依存型读者影响显著。场依存型读者对高相关材料的阅读理解成绩显著优于低相关材料。(2)场依存型读者在阅读不同相关图文时会主动调整加工对象。图文相关高时, 场依存型读者更多注视插图; 而图文相关低时, 场依存型读者更多注视文字内容。此外, 场依存型读者在图文之间的转换和对文字的注视点平均持续时间多于场独立型读者。本研究认为,高相关插图有助于提高场依存型读者的阅读成绩;场依存型读者在阅读不同相关程度图文时会主动调整加工对象。
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费广洪
王细英
龚桂红
关键词 图文相关性认知方式阅读眼动    
Abstract:Reading is an important cognitive activity in our daily life. Illustrations are usually used to facilitate the reading comprehension of the readers. Forty college students were sampled for this experiment. Using Eye View Monitoring Systems, this research examined the effects of two different levels of illustration-text relativeness (e.g. high vs. low) on the reading of two groups of the college students. One group was identified with the field dependence cognitive style, while the other was with the field independence cognitive style. The results indicated that: (1) the level of illustration-text relativeness demonstrated different effects on the reading of the two groups of the participants. No significant effect of the level of illustration-text relativeness was found on the reading of the participants with the field independence cognitive style, while corresponding significant effect was detected for the group with the field dependence cognitive style. Besides, the group with the field dependence cognitive style scored significant higher on the reading with high level of illustration-text relativeness than that with low level of illustration-text relativeness. (2) the participants with the field dependence cognitive style tended to actively adjust their focus of reading based on the level of the illustration-text relativeness. It is found that when the level of relativeness was high, these participants would focus more on the illustrations, while when the level was low, they would focus more on the texts instead. Besides, the average duration time for switching between the illustration and text as well as the attention on text was found to be longer for the participants with the field dependence cognitive style than for those with the field independence cognitive style. This study implied that high level of illustration-text relativeness could facilitate the reading comprehension of the readers with the field dependence cognitive style, who could actively adjust the objects to be processed when they read the materials with different levels of illustration-text relativeness.
Key wordslevel of illustration-text relativeness    cognitive style    reading    eye movement
收稿日期: 2012-05-18      出版日期: 2013-07-25
通讯作者: 费广洪   
引用本文:   
费广洪;王细英;龚桂红. 图文相关性对不同认知方式大学生阅读影响的眼动研究[J]. 心理学报, 10.3724/SP.J.1041.2013.00783.
FEI Guanghong;WANG Xiying;GONG Guihong. An Eye Movement Study about the Effect of the Illustration-text Relativeness on the Reading of College Students with Different Cognitive Styles. Acta Psychologica Sinica, 2013, 45(7): 783-789.
链接本文:  
http://journal.psych.ac.cn/xlxb/CN/10.3724/SP.J.1041.2013.00783      或      http://journal.psych.ac.cn/xlxb/CN/Y2013/V45/I7/783
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