快速阅读的眼动特征、认知特点及神经机制

doi:10.3724/SP.J.1042.2025.1358

摘要/Abstract

摘要：

快速阅读是指提高阅读速度且不影响阅读理解。受速度-准确性权衡(Speed-Accuracy Tradeoff)影响, 阅读速度提升可能降低理解深度。如何在确保理解率的前提下, 实现快速阅读?综述发现：(1)快速阅读过程中读者通过减少注视时间、增加注视广度来提速, 这是快速阅读的外部条件; (2)快速阅读时减少内部言语、选择整体感知来提高认知效率, 这是有效快速阅读的内部条件; (3)快速阅读时语音通路的激活受到抑制, 视觉空间加工脑区激活增加, 这是快速阅读的脑基础。有待未来研究解决的问题为：(1)快速阅读的实现与外部眼动行为和内部认知过程改变关系的实质; (2)内部言语减少与整体感知的关系及机制; (3)快速阅读相关神经网络的探究; (4)快速阅读实验中, 阅读材料和问题设置的影响。

关键词: 快速阅读, 文本理解, 阅读理解, 神经机制

Abstract:

In the process of reading, the reader needs to understand the literal meaning of the text, combine the preceding and subsequent texts with the reader's knowledge and experience, and establish a coherent mental representation through reasoning (Cai & Liao, 2024; Silawi et al., 2020). The cognitive process of adult readers is basically the same, but there are individual differences in the speed of text information extraction. According to the speed, reading can be divided into slow reading, normal reading and speed reading. speed reading is a kind of reading that is much faster than usual. It is a kind of reading method that readers can understand more reading materials in a short time (Rayner et al., 2016). Speed-reading requires readers to not only have a fast reading Speed, but also ensure the accurate understanding of the reading content, which is limited by speed-accuracy Tradeoff (SAT).
In this review, it is found that when reading fast, the reading speed is accelerated, the cognitive processing time is shortened, and the cognitive activity of readers is adjusted to grasp the main idea of the text and ignore the details. In order to improve the reading speed, reader will not deeply process the text, do not do the logical exploration of the text information, and do not do the deep integration processing. The above changes in cognitive processes were also supported by changes in eye movement processes. Speed reading is no longer word-by-word like natural reading, but whole sentences and even whole paragraphs. The above changes in eye movement behavior also correspond to changes in the cognitive process of speed reading. Among them, the fixation time is shortened, only the gist of the text can be grasped, and the details are ignored. However, the saccadic distance is enlarged, the fixation times are reduced, the text cannot be deeply processed, and the text information cannot be logically explored; The number of regression is reduced, which is not conducive to deep integration processing. Studies on the brain mechanism of speed reading have found that speed reading involves dynamic connections of multiple brain regions (Lee & Stoodley, 2024). With the acceleration of reading speed, there were significant changes in the occipital and temporal lobes, indicating that there were functional connections between the occipital and temporal brain regions. The changes in reading speed mainly changed the connections of the brain regions in the left hemisphere.
In short, rapid reading focuses on mastering the main idea of the text, but ignores the details. It is difficult to explore the logic between the previous and later information too much, and it is difficult to carry out in-depth integrated analysis. From the eye movement process, the fixation time is shortened, the fixation frequency is reduced, the fixation range is expanded, and the regression is reduced. The realization of speed reading mainly depends on the activity of the occipitotemporal region, some regions have increased activation inhibition, and some network connections are enhanced. The problems to be solved in the future are as follows: (1) The essence of the relationship between the realization of speed reading and the change of external eye movement behavior and internal cognitive process; (2) The relationship and mechanism between internal speech reduction and overall perception; (3) Explore the neural network related to speed reading; (4) The influence of reading materials and question setting in the speed reading experiment.

Key words: speed reading, context comprehension, reading comprehension, neural activity

中图分类号:

B842

隋雪, 安禹思, 许艺楠, 李雨桐. (2025). 快速阅读的眼动特征、认知特点及神经机制. 心理科学进展 , 33(8), 1358-1366.

SUI Xue, AN Yusi, XU Yinan, LI Yutong. (2025). Eye movement characteristics, cognitive characteristics and neural mechanisms of speed reading. Advances in Psychological Science, 33(8), 1358-1366.

参考文献 61

[1]	李恒平, 何胜昔, 刘正奎. (2020). 快速阅读训练对基于视觉定向搜索的注意力影响:ERP研究. 心理与行为研究, 18(1), 78-84.
[2]	刘志方, 张智君, 赵亚军. (2011). 汉语阅读中眼跳目标选择单元以及词汇加工方式:来自消失文本的实验证据. 心理学报, 43(6), 608-618.
[3]	臧传丽, 鹿子佳, 张志超. (2019). 语义和句法信息在副中央凹加工中的作用. 心理科学进展, 27(1), 11-19. doi: 10.3724/SP.J.1042.2019.00011
[4]	张慢慢, 胡惠兰, 边菡, 李芳, 张志超, 臧传丽. (2022). 中文阅读中快速读者与慢速读者的词频效应. 心理与行为研究, 20(3), 304-310. doi: 10.12139/j.1672-0628.2022.03.003
[5]	张慢慢, 胡惠兰, 张志超, 李鑫, 汪强, 白学军, 臧传丽. (2023). 预测性对快速读者和慢速读者词汇加工的影响. 心理学报, 55(1), 79-93. doi: 10.3724/SP.J.1041.2023.00079
[6]	张慢慢, 李鑫, 边菡, 汪强, 臧传丽, 闫国利, 白学军. (2024). 中文阅读中快速读者与慢速读者的知觉广度. 心理科学, 47(4), 788-794.
[7]	赵英, 伍新春, 陈红君, 孙鹏, 王淏蘭. (2024). 语素意识与快速命名对汉语儿童阅读能力的影响:跨学段的中介效应分析. 心理学报, 56(1), 70-82. doi: 10.3724/SP.J.1041.2024.00070
[8]	朱祖德, 王穗苹, 冯刚毅, 刘颖. (2011). 左侧额下回在句子语义整合加工中的作用. 心理科学进展, 19(8), 1147-1157.
[9]	Alarfaj, A., & Alshumaimeri, Y. (2012). The effect of a suggested training program on reading speed and comprehension of Saudi female university students. Procedia - Social and Behavioral Sciences, 31, 612-628.
[10]	Boissonneau, S., Lemaître, A.-L., Herbet, G., Ng, S., Duffau, H., Moritz-Gasser, S. (2023). Evidence for a critical role of the left inferior parietal lobule and underlying white matter connectivity in proficient text reading. Journal of Neurosurgery, 138(5), 1433-1442.
[11]	Bonandrini, R., Gornetti, E., & Paulesu, E. (2024). A meta-analytical account of the functional lateralization of the reading network. Cortex, 177, 363-384. doi: 10.1016/j.cortex.2024.05.015 pmid: 38936265
[12]	Brysbaert, M. (2019). How many words do we read per minute? A review and meta-analysis of reading rate. Journal of Memory and Language, 109, Article 104047.
[13]	Brysbaert, M., & Vantieghem, A. (2023). No correlation between articulation speed and silent reading rate when adults read short texts. Psychologica Belgica, 63(1), 82-91. doi: 10.5334/pb.1189 pmid: 37483467
[14]	Buchweitz, A., Mason, R. A., Meschyan, G., Keller, T. A., & Just, M. A. (2014). Modulation of cortical activity during comprehension of familiar and unfamiliar text topics in speed reading and speed listening. Brain and Language, 139, 49-57. doi: 10.1016/j.bandl.2014.09.010 pmid: 25463816
[15]	Cai, M., & Liao, X. (2024). The relationship between vocabulary depth knowledge, word reading, and reading comprehension in Chinese. Journal of Experimental Child Psychology, 244, Article 105951.
[16]	Choi, W., Lowder, M. W., Ferreira, F., & Henderson, J. M. (2015). Individual differences in the perceptual span during reading: Evidence from the moving window technique. Attention Perception & Psychophysics, 77(7), 2463-2475.
[17]	Collins, W. M., & Daniel, F. (2017). The impact of reading at rapid rates on inference generation. Journal of Research in Reading, 41(3), 564-581.
[18]	Dufau, S., Yeaton, J., Badier, J.-M., Chen, S., Holcomb, P. J., & Grainger, J. (2024). Sentence superiority in the reading brain. Neuropsychologia, 198, Article 108885.
[19]	Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56(1), 25-44.
[20]	Dyson, M., & Haselgrove, M. (2000). The effects of reading speed and reading patterns on the understanding of text read from screen. Journal of Research in Reading, 23(2), 210-223.
[21]	Ferguson, M. A., Nielsen, J. A., & Anderson, J. S. (2014). Altered resting functional connectivity of expressive language regions after speed reading training. Journal of Clinical and Experimental Neuropsychology, 36(5), 482-493. doi: 10.1080/13803395.2014.908825 pmid: 24766286
[22]	Frömer, R., Dimigen, O., Niefind, F., Krause, N., Kliegl, R., & Sommer, W. (2015). Are individual differences in reading speed related to extrafoveal visual acuity and crowding? PLOS ONE, 10(3), Article 0121986.
[23]	Fujimaki, N., Hayakawa, T., Munetsuna, S., & Sasaki, T. (2004). Neural activation dependent on reading speed during covert reading of novels. Neuroreport, 15(2), 239-243. pmid: 15076744
[24]	Fujimaki, N., Munetsuna, S., Sasaki, T., Hayakawa, T., Ihara, A., Wei, Q., ... Murata, T. (2009). Neural activations correlated with reading speed during reading novels. Neuroscience Research, 65(4), 335-342. doi: 10.1016/j.neures.2009.08.009 pmid: 19715732
[25]	García, F. L., Morales-Cabezas, J., & Lopez-Sako, N. I. (2020). Speed reading and inner speech: What verbal reports suggest. MLS-Educational Research, 4(2), 54-68.
[26]	García, F. L., & Soto, E. W. J. (2024). Inner speech and speed reading: An analysis of written texts internalization. How: A Colombian Journal for Teachers of English, 31(2), 36-52.
[27]	Gauvin, H. S., McMahon, K. L., & de Zubicaray, G. I. (2020). Top-down resolution of lexico-semantic competition in speech production and the role of the left inferior frontal gyrus: An fMRI study. Language, Cognition and Neuroscience, 36(1), 1-12.
[28]	Goldhammer, F., Kroehne, U., Hahnel, C., & De Boeck, P. (2021). Controlling speed in component skills of reading improves the explanation of reading comprehension. Journal of Educational Psychology, 113(5), 861-878.
[29]	Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126-135.
[30]	Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly (Eds.), Language by ear and by eye: The relationship between speech and reading. Massachusetts Inst. of Technology P.
[31]	Grindrod, C. M., Bilenko, N. Y., Myers, E. B., & Blumstein, S. E. (2008). The role of the left inferior frontal gyrus in implicit semantic competition and selection: An event-related fMRI study. Brain Research, 1229, 167-178. doi: 10.1016/j.brainres.2008.07.017 pmid: 18656462
[32]	Huth, A. G., de Heer, W. A., Griffiths, T. L., Theunissen, F. E., & Gallant, J. L. (2016). Natural speech reveals the semantic maps that tile human cerebral cortex. Nature, 532(7600), 453-458.
[33]	Hwang, H., Choi, S., Guha, M., McMaster, K., Harsch, R., & Kendeou, P. (2024). Indirect and direct contributions of executive functions to reading comprehension. Journal of Experimental Child Psychology, 243, Article 105925.
[34]	Just, M. A., & Carpenter, P. A. (1987). Speed reading. In: M. A. Just, & P. A. Carpenter (Eds.), The psychology of reading and language processing (pp. 425-452). Newton, MA: Allyn and Bacon.
[35]	Klimovich, M., Tiffin‐Richards, S. P., & Richter, T. (2023). Does speed-reading training work, and if so, why? Effects of speed-reading training and metacognitive training on reading speed, comprehension and eye movements. Journal of Research in Reading, 46(2), 123-142.
[36]	Lee, M. M., & Stoodley, C. J. (2024). Neural bases of reading fluency: A systematic review and meta-analysis. Neuropsychologia, 202, Article 108947.
[37]	Lee, S., Woltering, S., Prickett, C., Shi, Q. X., Sun, H. L., & Thompson, J. L. (2022). Exploring the associations between reading skills and eye movements in elementary children's silent sentence reading. Reading Psychology, 43(1), 85-103.
[38]	Li, X., & Pollatsek, A. (2020). An integrated model of word processing and eye-movement control during Chinese reading. Psychological Review, 127(6), 1139-1162.
[39]	Mézière, D. C., Yu, L., Reichle, E. D., von der Malsburg, T., & McArthur, G. (2023). Using eyetracking measures to predict reading comprehension. Reading Research Quarterly, 58(3), 425-449.
[40]	Mikolov, T., Chen, K., Corrado, G., Dean, J. (2013). Efficient estimation of word representations in vector space. In: Bengio Y, LeCun Y (eds.), 1st International conference on learning representations, ICLR 2013. Scottsdale: Workshop Track Proceedings.
[41]	Miyata, H., Minagawa-Kawai, Y., Watanabe, S., Sasaki, T., & Ueda, K. (2012). Reading speed, comprehension and eye movements while reading Japanese novels: Evidence from untrained readers and cases of speed-reading trainees. PLOS ONE, 7(5), Article 36091. doi: 10.1371/journal.pone.0036091 pmid: 22590519
[42]	Pan, Y. L., Popov, T., Frisson, S., & Jensen, O. (2023). Saccades are locked to the phase of alpha oscillations during natural reading. Plos Biology, 21(1), Article 3001968.
[43]	Planton, S., Wang, S., Bolger, D., Bonnard, M., & Pattamadilok, C. (2022). Effective connectivity of the left-ventral occipito-temporal cortex during visual word processing: Direct causal evidence from TMS-EEG co-registration. Cortex, 154, 167-183. doi: 10.1016/j.cortex.2022.06.004 pmid: 35780753
[44]	Poulton, E. C. (1958). Time for reading and memory. British Journal of Psychology, 49(3), 230-245. pmid: 13572795
[45]	Rayner, K. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention in reading, scene perception, and visual search. Quarterly Journal of Experimental Psychology, 62(8), 1457-1506.
[46]	Rayner, K., Schotter, E. R., Masson, M. E. J., Potter, M. C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help? Psychological Science in the Public Interest, 17(1), 4-34. doi: 10.1177/1529100615623267 pmid: 26769745
[47]	Redick, T. S., Shipstead, Z., Wiemers, E. A., Melby-Lervåg, M., & Hulme, C. (2015). What’s working in working memory training? An educational perspective. Educational Psychology Review, 27(4), 617-633.
[48]	Rumelhart, D. E. (1994). Theoretical models and processes of reading. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 864-894). International Reading Association.
[49]	Shi, W. Q., & Jiang, X. (2024). Predicting Chinese reading proficiency based on eye movement features and machine learning. Reading and Writing, 26(8), 1-25.
[50]	Silawi, R., Shalhoub-Awwad, Y., & Prior, A. (2020). Monitoring of reading comprehension across the first, second, and third language: Domain-general or language-specific? Language Learning, 70(3), 886-922.
[51]	Smith, F. (2004). Understanding reading: A psycholinguistic analysis of reading and learning to read (6th ed.). Lawrence Erlbaum Associates Publishers.
[52]	Stanovich, K. E. (1984). The interactive-compensatory model of reading: A confluence of developmental, experimental, and educational psychology. RASE: Remedial & Special Education, 5(3), 11-19.
[53]	Sun, D., Zhang, Z., Oishi, N., Dai, Q., Thuy, D. H. D., Abe, N., ... Fukuyama, H. (2024). The role of occipitotemporal network for speed-reading: An fMRI study. Neuroscience Bulletin, 40(9), 1261-1273. doi: 10.1007/s12264-024-01251-w pmid: 38937384
[54]	Syam, C. (2024). Measuring speed reading, reading comprehension, and reading profile to construct a model of literacy skills in language teaching. Fonseca-Journal of Communication, 28(1), 308-326.
[55]	Tian, M., Li, H., Chu, M., & Ding, G. (2020). Functional organization of the ventral occipitotemporal regions for Chinese orthographic processing. Journal of Neurolinguistics, 55, Article 100909.
[56]	Veldre, A., & Andrews, S. (2015). Parafoveal preview benefit is modulated by the precision of skilled readers' lexical representations. Journal of Experimental Psychology: Human Perception and Performance, 41(1), 219-232. doi: 10.1037/xhp0000017 pmid: 25384238
[57]	Vuong, L. C., & Martin, R. C. (2015). The role of LIFG-based executive control in sentence comprehension. Cognitive Neuropsychology, 32(5), 243-265. doi: 10.1080/02643294.2015.1057558 pmid: 26216232
[58]	Walczyk, J. J., Kelly, K. E., Meche, S. D., & Braud, H. (1999). Time limitations enhance reading comprehension. Contemporary Educational Psychology, 24(2), 156-165. pmid: 10072314
[59]	Woolnough, O., Donos, C., Murphy, E., Rollo, P. S., Roccaforte, Z. J., Dehaene, S., & Tandon, N. (2023). Spatiotemporally distributed frontotemporal networks for sentence reading. Proceedings of the National Academy of Sciences of the United States of America, 120(17), Article 2300252120.
[60]	Zamfira, D. A., Di Dona, G., Battista, M., De Benedetto, F., & Ronconi, L. (2024). Enhancing reading speed: The reading acceleration effect in Italian adult readers. Frontiers in Psychology, 15, Article 1394579.
[61]	Zhu, M. Y., Zhuang, X. L., & Ma, G. J. (2021). Readers extract semantic information from parafoveal two-character synonyms in Chinese reading. Reading and Writing, 34(3), 773-790.