ISSN 0439-755X
CN 11-1911/B

心理学报 ›› 2020, Vol. 52 ›› Issue (8): 921-932.doi: 10.3724/SP.J.1041.2020.00921

• 研究报告 •    下一篇


杨帆, 隋雪(), 李雨桐()   

  1. 辽宁师范大学心理学院, 大连 116029
  • 收稿日期:2019-06-28 发布日期:2020-06-28 出版日期:2020-08-25
  • 通讯作者: 隋雪,李雨桐;
  • 基金资助:
    * 教育部人文社会科学规划基金项目(19YJA190005);辽宁省教育厅高水平创新团队国外培养项目(2018LNGXGJWP-YB015);辽宁省教育科学“十三五”规划年度课题(JG16CB341);辽宁省教育厅科学研究经费项目(LJ2019015);全国教育科学"十三五"规划2019年度教育部重点项目(DHA190373)

An eye movement study for the guidance mechanism of long-distance regressions in Chinese reading

YANG Fan, SUI Xue(), YI Yutong()   

  1. School of psychology, Liaoning Normal University, Dalian 116029, China
  • Received:2019-06-28 Online:2020-06-28 Published:2020-08-25
  • Contact: SUI Xue,YI Yutong;


从记忆的角度, 探讨中文阅读中长距离回视的引导机制。采用眼动实验, 操纵了回视条件(实验1)、回视可见性(实验2)、目标词位置及词频变量。结果发现:与不阅读组相比, 阅读组的最初回视误差更小, 定位效率更高; 与可见组相比, 不可见组累积回视距离更大, 且难以正确定位目标; 目标词位置主效应显著, 而词频主效应不显著。结果表明, 回视具有空间选择性, 最初的回视由空间记忆引导, 最初回视后的修正眼跳在文本可见情况下才能正常进行, 而词频这一言语属性对回视没有显著影响, 本研究结果支持了空间编码假设。

关键词: 中文阅读, 记忆, 长距离回视, 眼动


Regression is one of a usual phenomenon in normal reading. But the eye movements go against normal reading order during regressions. According to the eye moving distance during regressing, researchers divide regressions into long-distance regressions and short-distance regressions. Some English studies suggest that long-distance regressions are guided by memory and two theories can explain the mechanisms of regression, which are the spatial coding hypothesis and the verbal reconstruction hypothesis. Both theories have their rationality and get some studies' supporting, but there are some arguments between them. The spatial coding hypothesis suggests that the eye movements are guided by spatial memory during regressions, but the other suggests that they are guided by verbal memory. And researchers find that first regression was always followed by some small corrective saccades. There is also no consensus among researchers on the guiding mechanism of corrective saccades. The purpose of this study is to explore the guiding mechanism of long-distance regression in Chinese reading and to provide new evidence for the resolution of this dispute.

In order to explore the effect of memory on regressions, we recruited 20 students as participants in Experiment 1, and divided them into 2 groups: reading group and non-reading group. First, the reading group was presented with a sentence. After reading the sentence, the subjects were presented with a cue word. The subjects were required to locate the cue wword in the sentence. The non-reading group was presented with the cue word directly, and a sentence was presented before the cue word. The subjects were asked to locate the cue word in the sentence. The formal experiment was organized into a 2×2×3 mixed experimental design. The first variable was the reading condition with 2 levels: reading and non-reading; the second variable was the word frequency with 2 levels: high-frequency words and low-frequency words; the third variable was word location with 3 levels: in the first/middle/last third of the sentence. In Experiment 2, we adopted the procedure similar to Experiment 1 for exploring the effect of text visibility on corrective saccades with another 20 student as participants. It was also a 2×2×3 mixed experimental design, and only the first variable was different. The first variable in Experiment 2 was regression visibility with 2 levels: visible and invisible. It meant that the participants in visible condition, they could see the sentence which they have read before. On the contrary, the participants in invisible condition, when they regressed the goal word, the sentence was masked by ‘※'. In both experiments, we adopted 4 measures of regressions, included initial regression size, initial regression error, and cumulative regression size and regression reaction time.

The results in Experiment 1 indicated that initial regression error was higher in the non-reading group than in the reading group. Initial regression size was not different between the two groups, but the first regressing location of the reading group was related with prearranged word location rather than the non-reading group. Word location was significant in all measures except initial regression size. The results in Experiment 2 indicated that initial regression error was shorter in the invisible group than in the visible group and initial regression size was higher in the invisible group than in the visible group. It was because the invisible group might use more time to read. Cumulative regression size was higher in the invisible group than in the visible group. Word location was significant with initial regression size and initial regression error. Word frequency was not significant in all two experiment conditions.

The results proved that initial regression was guided by spatial memory. Verbal attributes such as word frequency had no significant effect on regression. Corrective saccade affected by text visibility.

Key words: Chinese reading, memory, long-regressions, eye movement