焦点阅读中信息加工的意识性研究

Research on the Consciousness of Information Processing in Focus-based Reading

根据实验材料中主人公和目标行为的关系,将研究材料分为一致和恢复一致两种,实验1采用独立记得-知道范式,实验2采用加工分离范式共同探讨焦点阅读中信息加工的意识性。研究结果发现被试在两种实验条件下,有意识加工和无意识加工都差异显著,说明在焦点阅读中读者有意识地建构命题表征和情境模型。

Using the Independence-Remember-Know （IRK） and Process-Dissociation-Procedure （PDP） paradigms, Long et al. （2006） found that the construction of the situation model was conscious while the construction of the text base was unconscious in text reading. This is inconsistent with the processing theory of Bi-mechanism that states that the construction of the situation model is unconscious in coherence-based reading while the construction of the situation model is conscious in focus-based reading. With a careful examination of the experiment materials, we found that the materials were familiar themes by subjects and the nature of experimental materials was not clear. We maintained that the evidence given by Long was somehow inadequate to prove the fact that the construction of text base was unconscious while the construction of the situation model was conscious if the tested materials were unfamiliar and its nature was clear. In the current study, two experiments were designed to explore the consciousness of text representation in focus-based reading using the IRK and PDP paradigms. A self-paced and line-by-line reading paradigm was used in this study. In experiment 1, 40 undergraduate students were asked to read 12 narrative passages. According to the relationship between the elaboration on a characteristic of the protagonist and the subsequent target action carried out by the protagonist, the independent variables had two levels： A consistent version and a qualified version. The dependent variable was the rate of the ＂remember＂ or ＂know＂ judgment. The participants were randomly assigned to one of the two material sets. After reading all of the texts, the participants received the recognition test. They were instructed to press one key if they believed the sentence was not presented in texts that they had read before. Otherwise, the participants were instructed to press the other key if they believed the sentence had appeared in the texts they had read. Then they were asked to decide whether they had a vivid and clear consciousness of the sentence; If so, they were asked to press a key labeled R （for remembering）. If they did not have a vivid and clear consciousness of the sentence but still believed the sentence had appeared in texts, they were asked to press a key labeled K （for knowing）. In experiment 2, 48 undergraduate students were asked to read 12 groups of narrative passages. The independent variable was as same as that in Experiment 1. The dependent variable was the hit rate of＂Old＂ judgment and the false alarm rate of ＂New＂ judgment. The participants were randomly assigned to one material set. Each participant read twelve blocks of texts, and then they received a recognition test after reading each block. After reading one block, they were given either inclusion instruction or exclusion instruction. In the inclusion test, the participants were asked to respond to old items if the sentence appeared in either Story A or Story B and were asked to respond to new items for any new item. In the exclusion test, the participants were asked to respond to old items only if the sentence appeared in Story B and were asked to respond to new items if the sentence was from Story A or if the item was new. The results showed that both the construction of the situation model and the text base were conscious in focus-based reading. This research extended the processing theory of Bi-mechanism in text-reading.