中文文本熟悉性在词切分和词汇识别中的作用

doi:10.3724/SP.J.1041.2022.01151

摘要/Abstract

摘要：

基于E-Z读者模型和中文阅读的整合模型, 词切分和词汇识别是否属于交互作用的统一过程存在争议。通过转换阅读方向来操纵文本熟悉性, 研究其在词切分和词汇识别中的作用。实验1考察中文文本熟悉性和词间空格促进作用之间的权衡。使用Eyelink 1000记录40名大学生在中文阅读中的眼动特征。结果发现：词间空格对中文阅读的促进作用在阅读训练后消失, 表明中文阅读中文本熟悉性和词间空格的促进作用之间存在权衡。实验2操纵文本熟悉性和词频来探究文本熟悉性在词汇识别中的作用, 结果发现：文本熟悉性和词频在早期指标上的交互作用; 阅读训练和词频不存在交互作用, 表明文本熟悉性影响词汇识别的早期加工阶段。研究结果表明中文阅读的词切分和词汇识别可能是顺序加工, 支持E-Z读者模型。

关键词: 文本熟悉性, 词间空格, 词频, 词切分, 词汇识别

Abstract:

In alphabetic writing systems (such as English), the spaces between words mark the word boundaries, and the basic unit of reading is distinguished during visual-level processing. The visual-level information of word boundaries facilitates reading. Chinese is an ideographic language whose text contains no intrinsic inter-word spaces as the marker of word boundaries. Previous studies have shown that the basic processing unit of Chinese reading is also a word. However, findings remain inconsistent regarding whether inserting spaces between words in Chinese text promotes reading performance. Researchers have proposed that there may be a trade-off between text familiarity and the facilitation effect of inter-word spaces.

The purpose of Experiment 1 was to examine whether there was trade-off between text familiarity and facilitation of inter-word spaces. Before reading training, Experiment 1 was conducted that 40 native Chinese undergraduates read Chinese sentences from right to left on four text conditions. The results showed faster reading speed and shorter total reading time for the inter-word spaced text. Based on this finding, 40 native Chinese undergraduates who did not participate in the first stage read Chinese sentences from right to left on four text conditions after ten-day reading training, then, the eye tracking data of participants during Chinese reading were recorded in Experiment 1. Experiment 1 verified there was trade-off between text familiarity and inter-word spaces’ facilitation in Chinese, then, the Experiment 2 examined the role of text familiarity and word frequency in vocabulary recognition. Forty students read Chinese sentences under familiar (from left to right) and unfamiliar (from right to left) texts. The target words were high frequency or low frequency. Using Eyelink 1000, the eye tracking data of 32 undergraduates during Chinese reading were recorded in Experiment 2. Second, right-to-left reading training was conducted over 10 days to improve right-to-left reading experience. Then, the eye tracking data of participants during Chinese reading were recorded in Experiment 2.

The results in Experiment 1 showed that: (1) Before training, there was significant different between the total reading time and reading speed under unfamiliarity text, which were shorter reading time and faster reading speed in the inter-word spaced text. (2) After training, there was no significant difference between the total reading time and reading speed in the inter-word spaced text and unspaced text, which suggests that the facilitation effect of inter-word spaces in Chinese reading changed smaller. The results in Experiment 2 showed that: (1) The effect of text familiarity was significant. The fixated time was shorter, and the skipping rate was higher under the familiar text. (2) The main effect of word frequency was significant. Low-frequency words had longer fixation times and a higher skipping rate. (3) Right-to-left training improves reading performance from right to left. (4) The early indexes showed a significant interaction between text familiarity and word frequency. A word-frequency effect occurred under the familiar but not under the unfamiliar texts. The late indexes showed that the interaction between text familiarity and word-frequency was not significant.

Results in experiment 1 suggested that there was trade-off between text familiarity and the facilitation of inter-word spaces, which supported the assumption in previous studies. In addition, results in experiment 2 showed the text familiarity may affect the early processing in vocabulary recognition. Based on the Chinese integrated reading model, the word segmentation and vocabulary recognition are unified processing. The E-Z reader model holds the opposite point. Combine the experiment 1 and experiment 2, research showed that word segmentation and vocabulary recognition may be sequential processing in Chinese reading, which provided empirical evidence for Chinese E-Z reader model rather than Chinese integrated model.

Key words: text familiarity, inter-word spaces, word frequency, word segmentation, vocabulary recognition

中图分类号:

B842

陈茗静, 王永胜, 赵冰洁, 李馨, 白学军. (2022). 中文文本熟悉性在词切分和词汇识别中的作用. 心理学报, 54(10), 1151-1166.

CHEN Mingjing, WANG Yongsheng, ZHAO Bingjie, LI Xin, BAI Xuejun. (2022). The role of text familiarity in Chinese word segmentation and Chinese vocabulary recognition. Acta Psychologica Sinica, 54(10), 1151-1166.

图/表 10

参考文献 51

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词切分	句子举例
无空格	。利有康健体身对动运育体加参常经
字间空格	。利有康健体身对动运育体加参常经
词间空格	。利有康健体身对动运育体加参常经
非词空格	。利有康健体身对动运育体加参常经

词切分	句子举例
无空格	。利有康健体身对动运育体加参常经
字间空格	。利有康健体身对动运育体加参常经
词间空格	。利有康健体身对动运育体加参常经
非词空格	。利有康健体身对动运育体加参常经

指标	无空格		字间空格		词间空格		非词空格
指标	陌生文本	熟悉文本	陌生文本	熟悉文本	陌生文本	熟悉文本	陌生文本	熟悉文本
平均注视时间(ms)	262 (43)	260 (37)	236 (34)	237 (34)	241 (39)	236 (37)	242 (36)	243 (37)
注视次数	14.4 (5.55)	10.60 (3.52)	15.68 (5.60)	12.17 (3.96)	14.11 (5.14)	11.16 (3.66)	14.86 (5.31)	11.77 (4.07)
总注视时间(ms)	4385 (1817)	3116 (1087)	4412 (1732)	3313 (1103)	3993 (1583)	3043 (1034)	4312 (1749)	3266 (1122)
阅读速度(字/秒)	4.31 (2.11)	5.55 (1.98)	4.17 (1.85)	5.20 (1.78)	4.60 (2.04)	5.65 (1.87)	4.33 (2.01)	5.25 (1.88)

指标	无空格		字间空格		词间空格		非词空格
指标	陌生文本	熟悉文本	陌生文本	熟悉文本	陌生文本	熟悉文本	陌生文本	熟悉文本
平均注视时间(ms)	262 (43)	260 (37)	236 (34)	237 (34)	241 (39)	236 (37)	242 (36)	243 (37)
注视次数	14.4 (5.55)	10.60 (3.52)	15.68 (5.60)	12.17 (3.96)	14.11 (5.14)	11.16 (3.66)	14.86 (5.31)	11.77 (4.07)
总注视时间(ms)	4385 (1817)	3116 (1087)	4412 (1732)	3313 (1103)	3993 (1583)	3043 (1034)	4312 (1749)	3266 (1122)
阅读速度(字/秒)	4.31 (2.11)	5.55 (1.98)	4.17 (1.85)	5.20 (1.78)	4.60 (2.04)	5.65 (1.87)	4.33 (2.01)	5.25 (1.88)

指标	平均注视时间(ms)	总注视次数	总注视时间(ms)	阅读速度 (字/秒)
截距	5.49^***	2.50^***	8.14^***	1.52^***
文本熟悉性	-0.00	-0.23^***	-0.25^***	0.25^***
词切分1	-0.10^***	0.11^***	0.05^**	-0.05^**
词切分2	-0.09^***	0.02§	-0.05^***	0.05^***
词切分3	-0.07^***	0.07^***	0.02§	-0.03^*
交互作用1	0.01	0.06^*	0.06^*	-0.06^*
交互作用2	-0.01	0.07^**	0.06^**	-0.06^*
交互作用3	0.01	0.06^**	0.06^**	-0.07^**
比较1	-0.10^***	0.08^***	0.02	-0.02
比较2	-0.09^***	0.14^***	0.07^***	-0.07^***
比较3	-0.08^***	-0.02	-0.08^***	0.08^***
比较4	-0.10^***	0.06^***	-0.02	0.02
比较5	-0.08^***	0.04^*	-0.01	0.01
比较6	-0.07^***	0.10^***	0.05^**	-0.06^***