图文位置和熟悉性影响儿童和成人的词汇再认
文献类型：学位论文
| 作者 | 袁娟娟 |
| 答辩日期 | 2021-01 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 刘萍萍 |
| 关键词 | 图文位置 熟悉性 认知负荷 词汇再认 儿童 |
| 学位名称 | 理学硕士（同等学力硕士） |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The Picture-text Layout and Familiarity Affect Word Recognition of Children and Adults |
| 中文摘要 | AbstractThe cognitive processes of word recognition and its influencing factors have always been hot topics in the field of psycholinguistic. Pictures and texts are widely used to facilitate vocabulary learning. Many factors such as presentation modes, task demands and readers’ characteristics should be considered together in order to promote learning performance. However, pictures and texts are often arranged with high cognitive load regardless of their characteristics and readers’ cognitive development. In terms of the Cognitive Load Theory, optimizing presentation modes can reduce extraneous loads and promote learning in high intrinsic load tasks. Here, we explored how extraneous loads (picture-text layout and presentation duration) and intrinsic loads (familiarity) affect word recognition of adults and children with different cognitive abilities using the recognition task.This study consisted of two experiments. In Experiment 1, we explored the effect of picture-text layout (horizontal / vertical) and familiarity (high / low) on adults’ word recognition accuracy and reaction time under different stimuli presentation durations (500ms / 2000ms / 6000ms). The main results showed as follows. First, the reaction time at the horizontal layout was faster than that of vertical layout, indicated that horizontal layout can promote cognitive processing. Second, with the extension of presentation duration in the learning stage, the recognition accuracy increased significantly and the reaction time of the high-familiarity words was significantly faster than that of low-familiarity words, which showd that the word recognition performance can be improved by prolonging the presentation duration. Third, the recognition accuracy of low-familiarity words was higher than that of high-familiarity words, which verified the advantage of low-familiarity words recognition. Finally, the word recognition performance was positively correlated with cognitive ability. For example, the recognition performance was significantly related to attention in 500ms and 2000ms conditions, and significantly related to the vocabulary size and memory in 2000ms and 6000ms conditions.In order to verify the layout effect on Experiment 1, we conducted Experiment 2 to re-explored how picture-text layout and familiarity interactively affect children’s and adults’ word recognition. The results showed that, there was a prominent interaction between extraneous cognitive load (layout) and intrinsic cognitive load (familiarity) for word recognition. Both children and adults recognized the low-familiarity words more accurately at the horizontal layout, but the processing of high-familiarity words was not influenced by layout. Second, the effect of familiarity on word recognition was different for children and adults, respectively. High-familiarity words were recognized more accurately for children, while low-familiarity words were recognized more accurately for adults. Third, the vocabulary size was negatively related to processing speed for children, and the vocabulary size and cognitive ability (attention and memory) were positively related to recognition accuracy for adults.The main results of this study were as follows:(1) The presentation modes significantly affected the processing efficiency of picture-text stimuli. Horizontal layout reduced the extraneous cognitive load, helpful to improve the speed of adults’ word recognition and children’s accuracy in processing low-familiarity words. In addition, prolonging the presentation duration makes the information to be processed in depth and improve the word recognition performance.(2) Different age groups had different familiarity advantages in the recognition task. Children recognized the high-familiarity words more accurately, while adults recognized the low-familiarity words more accurately.(3) High cognitive ability promoted word recognition. As an important criterion for measuring word decoding ability, vocabulary size was not only the basis for the development of advanced cognitive abilities such as attention and memory of children in the early stages of reading development, but also had a continuous impact on word processing in the adult stage.In summary, the intrinsic and extraneous cognitive loads such as task characteristics (familiarity), readers’ characteristics (cognitive ability: vocabulary size, rapid automatized naming, attention and memory), and presentation modes (picture-text layout and presentation duration) affect vocabulary learning together. These results can verify that the Cognitive Load Theory is also applicable in the picture-text material’s design. The findings of horizontal layout could enhance information of low-familiarity words provide clear suggestions for textbooks’ picture-text arrangement and word education. |
| 英文摘要 | 摘要词汇识别的认知过程及其影响因素一直是心理语言学的研究热点问题。图文结合辅助词汇学习是普遍采用的教学方式。对图文材料的学习涉及多方因素，如信息呈现方式、材料特性和学习者特征等。然而，设计者往往根据主观偏好进行图文编排，未综合考虑其他影响因素，引发不必要的认知负荷。基于认知负荷理论，内部和外部认知负荷共同影响学习效果，优化信息呈现方式可降低外部负荷，从而促进高内部负荷任务的学习。本论文包括两个研究，采用学习-再认范式，通过材料呈现位置(横排、竖排)和呈现时间(500ms、2000ms、6000ms)操纵外在负荷，通过熟悉性(高、低)操纵内在负荷，并测查学习者(成人、儿童)的认知能力(识字量、快速命名、注意、记忆)，探讨基于内部和外部认知负荷组织的教学设计对词汇识别的影响。研究一探讨不同呈现时间下，图文位置和熟悉性对成人词汇再认正确率和反应时的影响。结果显示，同竖排条件相比，横排位置下的词汇再认反应时更快，表明信息横排呈现促进了认知加工效率。其次，随着学习阶段中图文信息的呈现时间延长，词汇再认正确率显著提高，识别高熟悉词的反应时显著短于低熟悉词，表明延长学习时间可以提高词汇识别成绩。第三，成人对低熟悉词的再认正确率显著高于高熟悉词，在一定程度上验证了低熟悉词再认优势。最后，词汇识别成绩同认知能力存在显著相关，如在500ms和2000ms的呈现条件下与注意力显著正相关；2000ms和6000ms的呈现条件下与识字量、记忆力显著相关。为了进一步验证研究一中位置对词汇学习的影响，我们实施了研究二，以儿童为被试并对比成人数据，从发展角度，再次考察图文位置和熟悉性对词汇再认的影响。结果显示，儿童和成人均对横排位置的低熟悉词有较高再认正确率，但高熟悉词不受位置影响。其次，儿童对高熟悉词的再认正确率较高，但成人对低熟悉词的再认正确率较高。第三，儿童识字量越大，词汇再认速度越快；成人识字量、注意力、记忆力成绩越高，再认正确率越高。总结本研究的主要结论如下：(1) 信息呈现方式显著影响图文材料的加工效率。横排呈现可降低外部认知负荷，有助于提升成人词汇识别速度和儿童对低熟悉词汇的识别成绩。此外，延长呈现时间使信息得到深度加工，从而提高词汇识别成绩。(2) 不同年龄群体在再认任务中的熟悉性优势不同。儿童更容易再认高熟悉词，而成人更容易再认低熟悉词。(3) 认知能力越高，词汇识别成绩越好。其中，识字量作为衡量字词解码能力的重要标准，不仅是处于阅读发展早期的低年级儿童注意、记忆等高级认知能力发挥的基础，也对成人阶段的词汇加工产生持续影响。综上，学习任务特征(材料熟悉性)、学习者特征(识字量、快速命名、注意和记忆等认知能力)和材料呈现方式(图文位置、呈现时间)等内部和外部认知负荷共同影响词汇学习，验证了认知负荷理论在图文材料设计中的适用性。横排呈现可以有效减弱高难度材料的外部认知负荷，便于图文信息整合，这一研究成果为不同难度水平的教材排版设计和词汇识别学习提供了科学依据。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/41543]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 袁娟娟. 图文位置和熟悉性影响儿童和成人的词汇再认[D]. 中国科学院心理研究所. 中国科学院大学. 2021. |
入库方式： OAI收割
来源：心理研究所
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