论文－阅读和语言研究

@article{Zhou2019,
title = {Predictive language processing in preschool children with autism spectrum disorder: An eye-tracking study},
author = {Peng Zhou and Likan Zhan and Huimin Ma},
doi = {10.1007/s10936-018-9612-5},
year = {2019},
date = {2019-01-01},
journal = {Journal of Psycholinguistic Research},
volume = {48},
number = {2},
pages = {431--452},
publisher = {Springer US},
abstract = {Sentence comprehension relies on the abilities to rapidly integrate different types of linguistic and non-linguistic information. The present study investigated whether Mandarin-speaking preschool children with autism spectrum disorder (ASD) are able to use verb information predictively to anticipate the upcoming linguistic input during real-time sentence comprehension. 26 five-year-olds with ASD, 25 typically developing (TD) five-year-olds and 24 TD four-year-olds were tested using the visual world eye-tracking paradigm. The results showed that the 5-year-olds with ASD, like their TD peers, exhibited verb-based anticipatory eye movements during real-time sentence comprehension. No difference was observed between the ASD and TD groups in the time course of their eye gaze patterns, indicating that Mandarin-speaking preschool children with ASD are able to use verb information as effectively and rapidly as TD peers to predict the upcoming linguistic input.},
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pubstate = {published},
tppubtype = {article}
}

@article{Zhou2019b,
title = {Hemispheric processing of lexical information in Chinese character recognition and its relationship to reading performance},
author = {Wei Zhou and Yadong Gao and Yulin Chang and Mengmeng Su},
doi = {10.1080/00221309.2018.1535483},
year = {2019},
date = {2019-01-01},
journal = {Journal of General Psychology},
volume = {146},
number = {1},
pages = {34--49},
publisher = {Psychology Press},
abstract = {Hemispheric predominance has been well documented in the visual perception of alphabetic words. However, the hemispheric processing of lexical information in Chinese character recognition and its relationship to reading performance are far from clear. In the divided visual field paradigm, participants were required to judge the orthography, phonology, or semantics of Chinese characters, which were presented randomly in the left or right visual field. The results showed a right visual field/left hemispheric superiority in the phonological judgment task, but no hemispheric advantage in the orthographic or semantic task was found. In addition, reaction times in the right visual field for phonological and semantic tasks were significantly correlated with the reading test score. These results suggest that both hemispheres involved in the orthographic and semantic processing of Chinese characters, and that the left lateralized phonological processing is important for Chinese fluent reading.},
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pubstate = {published},
tppubtype = {article}
}

@article{Zhou2020,
title = {A deficit in using prosodic cues to understand communicative intentions by children with autism spectrum disorders: An eye-tracking study},
author = {Peng Zhou and Weiyi Ma and Likan Zhan},
doi = {10.1177/0142723719885270},
year = {2020},
date = {2020-01-01},
journal = {First Language},
volume = {40},
number = {1},
pages = {41--63},
abstract = {The present study investigated whether Mandarin-speaking preschool children with autism spectrum disorders (ASD) were able to use prosodic cues to understand others' communicative intentions. Using the visual world eye-tracking paradigm, the study found that unlike typically developing (TD) 4-year-olds, both 4-year-olds with ASD and 5-year-olds with ASD exhibited an eye gaze pattern that reflected their inability to use prosodic cues to infer the intended meaning of the speaker. Their performance was relatively independent of their verbal IQ and mean length of utterance. In addition, the findings also show that there was no development in this ability from 4 years of age to 5 years of age. The findings indicate that Mandarin-speaking preschool children with ASD exhibit a deficit in using prosodic cues to understand the communicative intentions of the speaker, and this ability might be inherently impaired in ASD.},
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pubstate = {published},
tppubtype = {article}
}

@article{Zhu2019c,
title = {Perceptual learning of visual span improves Chinese reading speed},
author = {Zhuoting Zhu and Yin Hu and Chimei Liao and Ren Huang and Stuart Keel and Yanping Liu and Mingguang He and Stuart Keell and Yanping Liu and Mingguang He},
year = {2019},
date = {2019-01-01},
journal = {Visual Psychophysics and Physiological Optics},
volume = {60},
number = {6},
pages = {2357--2368},
abstract = {PURPOSE. Evidence has indicated that the size of the visual span (the number of identifiable letters without movement of the eyes) and reading speed can be boosted through perceptual learning in alphabetic scripts. In this study, we investigated whether benefits of perceptual learning could be extended to visual-span size and sentence reading (all characters are presented at the same time) for Chinese characters and explored changes in sensory factors contributing to changes in visual-span size following training. METHODS. We randomly assigned 26 normally sighted subjects to either a control group (n ¼ 13) or a training group (n ¼ 13). Pre- and posttests were administered to evaluate visual-span profiles (VSPs) and reading speed. Training consisted of trigram (sequences of three characters) character-recognition trials over 4 consecutive days. VSPs are plots of recognition accuracy as a function of character position. Visual-span size was quantified as the area under VSPs in bits of information transmitted. A decomposition analysis of VSPs was used to quantify the effects of sensory factors (crowding and mislocation). We compared the size and sensory factors of visual span and reading speed following training. RESULTS. Following training, the visual-span size significantly increased by 11.7 bits, and reading speed increased by 50.8%. The decomposition analysis showed a significant reduction for crowding (?13.1 bits) but a minor increase in the magnitude of mislocation errors (1.46 bits) following training. CONCLUSIONS. These results suggest that perceptual learning expands the visual-span size and further improves Chinese text sentence-reading speed, indicating that visual span may be a common sensory limitation on reading that can be overcome with practice.},
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pubstate = {published},
tppubtype = {article}
}

@article{Zhu2019d,
title = {Visual span and cognitive factors affect Chinese reading speed},
author = {Zhuoting Zhu and Yin Hu and Chimei Liao and Stuart Keel and Ren Huang and Yanping Liu and Mingguang He},
doi = {10.1167/19.14.17},
year = {2019},
date = {2019-01-01},
journal = {Journal of Vision},
volume = {19},
number = {14},
pages = {1--11},
abstract = {Visual span, which is the number of recognizable letters seen without moving the eyes, has been proven to impose a sensory limitation for alphabetic reading speed (Chung, 2011; Chung, Legge, & Cheung, 2004; Lee, Kwon, Legge, & Gefroh, 2010; Legge, Ahn, Klitz, & Luebker, 1997; Legge, Hooven, Klitz, Stephen Mansfield, & Tjan, 2002; D. Yu, Cheung, Legge, & Chung, 2010). However, little is known about the effects of visual span on Chinese reading performance. Of note, Chinese text differs greatly from that of the alphabetic writing system. There are no spaces between words, and readers are forced to utilize their lexical knowledge to segment Chinese characters into meaningful words, thus increasing the relative importance of cognitive/linguistic factors in reading performance. Therefore, the aim of the present study is to explore whether visual span and cognitive/linguistic factors have independent effects on Chinese reading speed. Visual span profiles, cognitive/linguistic factors indicated by word frequency, and Chinese sentence-reading performance were collected from 28 native Chinese-speaking subjects. We found that the visual-span size and cognitive/linguistic factors independently contributed to Chinese sentence-reading speed (all ps textless 0.05). We concluded that both the visual-span size and cognitive/linguistic factors represented bottlenecks for Chinese sentence-reading speed.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Zhu2020b,
title = {Readers extract semantic information from parafoveal two-character synonyms in Chinese reading},
author = {Mengyan Zhu and Xiangling Zhuang and Guojie Ma},
doi = {10.1007/s11145-020-10092-8},
year = {2020},
date = {2020-01-01},
journal = {Reading and Writing},
pages = {1--18},
publisher = {Springer Netherlands},
abstract = {In Chinese reading, the possibility and mechanism of semantic parafoveal processing has been debated for a long time. To advance the topic, “semantic preview benefit” in Chinese reading was reexamined, with a specific focus on how it is affected by the semantic relatedness between preview and target words at the two-character word level. Eighty critical two-character words were selected as target words. Reading tasks with gaze-contingent boundary paradigms were used to study whether different semantic-relatedness preview conditions influenced parafoveal processing. The data showed that synonyms (the most closely related preview) produced significant preview benefit compared with the semantic-related (non-synonyms) condition, even when plausibility was controlled. This result indicates that the larger extent of semantic preview benefit is mainly caused by the larger semantic relatedness between preview and target words. Moreover, plausibility is not the only cause of semantic preview benefit in Chinese reading. These findings improve the current understanding of the mechanism of parafoveal processing in Chinese reading and the implications on modeling eye movement control are discussed.},
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pubstate = {published},
tppubtype = {article}
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@article{Zubov2020,
title = {Lexically or grammatically adapted texts: What is easier to process for secondary school children?},
author = {Vladislav I Zubov and Tatiana E Petrova},
doi = {10.1016/j.procs.2020.09.248},
year = {2020},
date = {2020-01-01},
journal = {Procedia Computer Science},
volume = {176},
pages = {2117--2124},
publisher = {Elsevier B.V.},
abstract = {This article presents the results of an eye-tracking experiment on Russian language material, exploring the reading process in secondary school children with general speech underdevelopment. The objective of the study is to reveal what type of a text is better to use to make the reading and comprehension easier: lexically adapted text or grammatically adapted text? The data from Russian-speaking participants from the compulsory school (experimental group) and 28 secondary school children with normal speech development (control group) indicate that both types of adaptation proved to be efficient for recalling the information from the text. Though, we revealed that in teenagers with language disorders in anamnesis lower perceptual processes are partially compensated (parameters of eye movements), but higher comprehension processes remain affected.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}

@article{Zufferey2015,
title = {Advanced learners' comprehension of discourse connectives: The role of L1 transfer across on-line and off-line tasks},
author = {Sandrine Zufferey and Willem M Mak and Liesbeth Degand and Ted J M Sanders},
doi = {10.1177/0267658315573349},
year = {2015},
date = {2015-01-01},
journal = {Second Language Research},
volume = {31},
number = {3},
pages = {389--411},
abstract = {Discourse connectives are important indicators of textual coherence, and mastering them is an essential part of acquiring a language. In this article, we compare advanced learners' sensitivity to the meaning conveyed by connectives in an off-line grammaticality judgment task and an on-line reading experiment using eye-tracking. We also assess the influence of first language (L1) transfer by comparing learners' comprehension of two non-native-like semantic uses of connectives in English, often produced by learners due to transfer from French and Dutch. Our results indicate that in an off-line task transfer is an important factor accounting for French-and Dutch-speaking learners' non-native-like comprehension of connectives. During on-line processing, however, learners are as sensitive as native speakers to the meaning conveyed by connectives. These results raise intriguing questions regarding explicit vs. implicit knowledge in language learners.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}