Subjects: Psychology >> Developmental Psychology submitted time 2023-11-07
Abstract： In natural unspaced Chinese reading, there are no salient visual word segmentation cues (like word spaces) to demark where words begin or end, yet Chinese skilled readers process a comparable amount of text content as efficiently as English readers, processing roughly 400 characters (equal to 260 words) per minute (see Liversedge et al., 2016). This raises the question of how Chinese readers engage in such word segmentation processing efficiently and effectively. Liang et al (2015, 2017) have shown that the positional probability information associated with a character, might offer a cue to the likely positions of word boundaries during Chinese incidental word learning. Given that they simultaneously manipulated the positional probabilities of both word initial and word final characters to make their manipulations maximally effective, it is unclear whether the initial, the final, or both constituent characters' positional probabilities contribute to the word segmentation and word identification effects during incidental word learning in Chinese reading. For this reason, in the present study, two parallel experiments were designed to directly investigate whether word initial, or word ending characters are more or less important for word segmentation word learning in Chinese reading. Two-character pseudowords were constructed as novel words. Each novel word was embedded into six high-constraint contexts for readers to establish novel lexical representation. In Experiment 1, we examined how word’s initial character positional probability influenced word segmentation and word identification during Chinese word learning. The initial character’s positional probability of target words was manipulated as being either high or low, and the final character was kept identical across the two conditions. In Experiment 2, an analogous manipulation was made for the final character of the target word to check whether the final character positional probability of two-character words can be used as word segmentation cue. We also included “Exposure” as a continuous variable into the model to further examine how the process of initial and final character positional probabilities changed with exposure. In both experiments, the participants spent shorter reading times and made fewer fixations on targets that comprised initial and final characters with high relative to low positional probabilities, suggesting that the positional probability of both the initial and final character of a word influences segmentation commitments in novel word learning in Chinese reading. Furthermore, both the effect of initial and final character positional probabilities of novel words decreased with exposure, showing the typical familiarity effect. To be somewhat different, the familiarity effect associated with the initial character had a slower time course relative to final character. This finding suggests that the role of word’s initial character positional probability is of more importance than that of final character’s, supporting the concurrent standpoint that word beginning constituents might be more influential than word final constituents during two-character word identification in Chinese reading. Based on the findings above, the time course of the process of initial and final character positional probabilities of novel words is argued and summarized as follows. During the early stage of word learning, both the statistical properties of word’s initial and final character positional probabilities are processed as segmentation cue. As lexical familiarity increases, the extent to such segmentation roles decreases, which initially begins with final character, and then occurs with initial character. Later, both the roles of initial and final character positional probabilities disappear with the establishment of a more-integral representation of novel words.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Early research on power has provided considerable evidence for the negative effects of power on prosocial behavior and its internal mechanisms. Although an increasing number of studies have attempted to test the positive effects of power on prosocial behavior, the mechanism of this positive effect is still not clear. By reviewing and integrating the relevant literature, sense of responsibility has been identified as a critical mediator in this positive effect. In addition, individuals with high levels of power may increase their sense of responsibility because of different reasons. Given the individual's own needs, relationships with others as well as organization, we systematically figure out that need for power maintenance, perception of dependency, and organizational identification would lead to high levels of responsibility, which then triggers powerful individuals to conduct more prosocial behaviors. Moreover, we also identified potential moderators at individual level, interpersonal level, and organizational level. Future research could focus on how power results in increased sense of responsibility from various ways including exploring this relationship in Chinese culture, adopting multiple research designs beyond experimental studies, as well as manipulating interventions for helping powerful individuals increase their levels of sense of responsibility.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Mortality cues, ubiquitous inside and outside the workplace, are specific events and experiences that trigger individuals’ death awareness, whose double-edged effect on employee performance has been supported by a body of studies. Existing studies have explained this effect drawing on terror management theory and generativity theory. Studies from the perspective of terror management have indicated that individuals' death anxiety will induce their self-protection motivations, which in turn predicts their work withdrawal behaviors such as absenteeism, turnover, and so on. On the other hand, studies from the perspective of generativity theory have suggested that individuals will actively reflect on their long-term life meaning in the face of mortality cues, and generate prosocial motivations that motivate them to make profound contributions to society, which in turn promotes their positive work behaviors such as helping others in the workplace. However, given that some studies have found that death anxiety has a positive effect on employee performance, and each of the above perspectives focuses on explaining a single effect of mortality cues, previous studies still fail to provide an overarching theoretical explanation for the key question “how and when does mortality cues have a double-edged effect on employee performance?”. Building on the unified perspective of transactional stress theory, this current review systematically sorts out the double-edged effect of mortality cues on employee task performance, organizational behavior, and counterproductive behavior, then analyzes the psychological mechanism and boundary conditions of this double-edged effect. Specifically, mortality cues can be conceptualized as a stressor both impeding and facilitating individuals’ personal goals and well-being, and individual's different cognitive appraisal (i.e., threat-based vs. challenge-based) of mortality-cues-based stressors will produce differential state death awareness (i.e., state death anxiety vs. state death reflection) and work behaviors. When it comes to appraisals of mortality-cues-based stressors, the threat-based appraisal of mortality-cues-based stressors will hinder their task performance and organizational citizenship and cause counterproductive behavior via state death anxiety, and the challenge-based appraisal of mortality-cues-based stressors will facilitate employee’s task performance and organizational citizenship behavior via state death reflection. In addition, this double-edged effect is also moderated by personal resources such as trait death reflection, psychological power, trait mindfulness, and promotion focus, as well as organizational contextual factors such as servant leadership and internal corporate social responsibility. Both personal and organizational contextual resources will strengthen the positive relationship between mortality-cues-based stressors and the challenge-based appraisal of mortality-cues-based stressors, and weaken the positive relationship between mortality-cues-based stressors and the threat-based appraisal of mortality-cues-based stressors. Explaining the double-edged effect of mortality cues from the perspective of transactional stress theory has both theoretical and practical implications. In particular, the perspective of transactional stress theory not only captures the interaction between objective mortality cues and individuals’ subjective cognitive appraisals, but also provides an overarching explanation for the generation of different state death awareness and its subsequent double-edged effects on employee performance. The divergence between death anxiety and employee performance may also be clarified by the theoretical insight that cognitive appraisals of mortality-cues-based stressors are a dynamic process. Practitioners can also conduct some intervention programs based on the above theoretical framework to help employees cope with mortality cues more adaptively. Future research can further explore antecedents and causality in the mechanism of the double-edged effect of mortality cues, testing the theoretical validity of mortality cues as a new type of stressor and clarifying whether the generation of state death awareness depends on cognitive appraisals of mortality-cues-based stressors or not. In addition, future research can also examine whether there are boundary conditions related to cross-domain contextual resources such as family intimacy, and develop more organizational intervention programs ranging long-term mindfulness intervention to short-term nudge strategies.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
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.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： In the digital economy era, leaders exert influence during work hours as well as beyond work hours, expecting employees to be available after work hours and responsive to work-related matters immediately via electronic communication devices, henceforth named “after-hours electronic communication expectations” (AECE). Previous studies have shed light on the promoting and inhibiting effects of AECE on employees’ job performance, but no research has adopted a unified perspective to explain this observation. Resultantly, we know little about the influence of leaders’ AECE affecting job performance and why it occurs. Drawing upon conservation of resources theory, we propose that leader AECE may affect employees’ job performance through three resource paths. Specifically, in the resource gain path, leader AECE improves employees’ job performance through organization-based self-esteem. In the resource loss path, leader AECE reduces job performance through stress perception. In the resource threat path, leader AECE reduces job performance through reputation maintenance concerns. Furthermore, we consider employee self-leadership an important boundary condition and suggest that it can enhance the resource gain effect and weaken the resource loss and threat effect. To verify the theoretical framework, we carried out an experimental study (study 1) and a multi-wave, multi-source field study (study 2). In study 1, we recruited 224 full-time employees to participate in the experiment; 4 participants were dropped because they failed the attention test. Participants were randomly assigned to either the manipulation group (i.e., high leader AECE group, n = 111) or the control group (i.e., low leader AECE group, n = 109). Leader AECE was manipulated by presenting different WeChat screenshots. Specifically, we asked participants to imagine that they received a message from their immediate leader at 9 PM, and presented experimental materials in the WeChat screenshots. In the screenshot presented to the control group, the leader sent two messages including “Take your time, contact me when you are free”. In the screenshot presented to the manipulation group, leader sent three messages including “Please respond ASAP” as well as four unconnected voice calls. After reading different screenshots, participants were asked to complete questionnaires containing manipulation tests, organization-based self-esteem measurements, stress perception, reputation maintenance concerns, and demographic information. In Study 2, our sample comprised 418 full-time employees from state-owned enterprise in Guangdong Province and their immediate leaders. We collected data in three waves, each with a one-month interval in between. In Wave 1, the employees reported leaders’ AECE, self-leadership and demographic information. In Wave 2, the employees reported organization-based self-esteem, stress perception and reputation maintenance concerns. In Wave 3, we invited leaders to report subordinates’ job performance. Consequently, our final usable sample included 346 employees. Study 1 revealed that compared to the control group, participants in the manipulation group reported higher levels of organization-based self-esteem, stress perception and reputation maintenance concerns. This finding confirmed the causal relationship between leader AECE and three mediators. Study 2 suggested that in the resource gain path, leaders’ AECE positively influenced subordinates’ organization-based self-esteem, which in turn enhanced job performance. Employees who received AECE from the leader were more likely to experience stress perception in the resource loss path. But stress perception did not have significant effects on job performance. In the resource threat path, reputation maintenance concerns played a mediating role between leaders’ AECE and job performance. Furthermore, self-leadership moderated the indirect effect of leaders’ AECE on employees’ job performance through organization-based self-esteem and reputation maintenance concerns, such that the effect was weaker when self-leadership was high compared to when self-leadership was low. Self-leadership did not moderate the relationship between leaders’ AECE and stress perception. This study makes several important contributions. First, drawing on conservation of resources theory, we integrate the promoting and inhibiting effects of leader AECE on employees’ job performance in a theoretical framework, which helps form a more comprehensive and dialectical understanding of the mixed effects. Second, we explore the mediating mechanisms underlying the relationship between leaders’ AECE and job performance, contributing to the AECE literature by revealing the “black box” of new leadership's influence on job performance. Third, we demonstrate the role of self-leadership in moderating resource threat effects, which provide guidance for mitigating the negative effects of leaders’ AECE.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Thematic role assignment refers to the on-line processing of assigning semantic roles, such as assigning agents or patients, to arguments (i.e., nouns) related to the verb. Linguistic information provided by arguments (e.g., word order, or case marking), as well as lexical argument representation of the verb is used for assigning thematic roles. The Extended Argument Dependency Model (eADM) suggests that argument cues utilized to assign semantic roles vary across languages. For rigid word-ordering languages (e.g., English) with case marking, readers adopt a position-based assignment, according to which the initial argument is usually analyzed as an agent. By contrast, thematic role assignment in unrestricted word-ordering languages (e.g., German, Italian, Japanese, and Turkish) with case marking exhibits a morphology-based strategy. The eADM model also predicts a reversal of thematic role assignment when the verb’s argument representation contradicts with the argument cues, which is based on verb information and induces additional processing costs. Considerable evidence has demonstrated the language-specific weight on argument cues. However, it is unknown whether word order strongly affects thematic role assignment in Chinese (a rigid-ordering language with case marking) reading. In addition, the reanalysis of thematic roles proposed by the eADM model has only been tentatively explored in Spanish. Whether such reanalysis processing exists in other languages, especially in non-alphabetic languages like Chinese, is still lack of evidence. The present study examined the reliance on word order information in the existence of case marking information and the reanalysis of thematic roles when argument representation of the verb was in contradiction with cues of arguments in Chinese. The sentence structure (centered or preposed) and the type of control verb (subject-control or object-control) were manipulated. Sentences in the centered structure provided information of word order and case marking, while sentences in the preposed structure only provided case marking information. Argument representation of object-control verbs incompatible with the information of arguments would lead to a re-assignment of semantic roles. The argument representation of subject-control verbs compatible with the argument cues would cause no reanalysis. Fifty-four pairs of control verbs were selected, each of which was embedded into a centered-structure sentence and a preposed-structure sentence. Eye movements of 24 native Chinese speakers were recorded by the Eyelink Ⅱ eye tracker. Each participant read 54 experimental sentences, followed by a comprehension question. The results showed that the preposed structure sentences caused longer second-pass reading time and more total incoming regressions in the first noun, longer first-pass reading time in the second noun, and longer regression path duration in the verb region than the centered-structure sentences, which suggested the strategy of position-based assignment for Chinese readers. There were robust main effects of the types of control verb, in that longer first pass reading time, regression path duration, and total incoming regressions were observed in the verb region, and longer second-pass reading time and total incoming (outgoing) regressions were found in the post-verb region in the object control verb condition than in the subject control verb condition. These results indicated that the mismatch of verb argument representation and argument cues contributed to an extra processing load. In addition, interactions between sentence structure and types of control verb were also observed, with longer second-pass reading time and total incoming regression in the second noun and longer second-pass reading time in the verb region in the centered-structure sentences containing object control verbs than those containing subject control verbs. There were longer first-pass reading time and regression path duration in the post-verb region in the preposed-structure sentences in the object-control verb condition than in the subject-control verb condition. In conclusion, these findings indicate that Chinese readers depend on word order information heavily to assign thematic roles even when there is case marking; also, the mismatch between cues of arguments and the argument representation of control verbs in Chinese reading causes reanalysis of thematic roles. Such findings are in line with the claim of the eADM model.
Subjects: Psychology >> Experimental Psychology submitted time 2022-05-08
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.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Applied Psychology submitted time 2020-05-23
Abstract： Early research on power has provided considerable evidence for the negative effects of power on prosocial behavior and its internal mechanisms. Although an increasing number of studies have attempted to test the positive effects of power on prosocial behavior, the mechanism of this positive effect is still not clear. By reviewing and integrating the relevant literature, sense of responsibility has been identified as a critical mediator in this positive effect. In addition, individuals with high levels of power may increase their sense of responsibility because of different reasons. Given the individual's own needs, relationships with others as well as organization, we systematically figure out that need for power maintenance, perception of dependency, and organizational identification would lead to high levels of responsibility, which then triggers powerful individuals to conduct more prosocial behaviors. Moreover, we also identified potential moderators at individual level, interpersonal level, and organizational level. Future research could focus on how power results in increased sense of responsibility from various ways including exploring this relationship in Chinese culture, adopting multiple research designs beyond experimental studies, as well as manipulating interventions for helping powerful individuals increase their levels of sense of responsibility.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2019-04-15
Abstract： " It is reported that, one primary way for school children to acquire vocabularies is by deriving word meanings from contexts. The typical deficit of developmental dyslexia is that they have smaller vocabulary size than their chronological age-matched children. One recent study has examined the cognitive processes underlying dyslexic children’s novel word learning during reading by using eye tracking. This is a method that is well established as a means of investigating reading behaviour by measuring when and where the eye fixates on text as written language is processed naturally. It should be noted that all the studies investigating novel word learning measured fixation durations on novel words fixated by dyslexic children with a view to quantifying the time required for those novel words to be successfully identified within the context of a sentence. In the present study we investigated saccadic targeting in relation to novel word learning in dyslexia children. Each novel word was embedded into eight sentences. Each provided a context for readers to form a new lexical representation. Two groups of dyslexic children and age-matched control children’s eye movements were recorded when they read sentences, each including 22 individuals. Given the ongoing lexical processing difficulty influences the basic decision of “where to target” in Chinese reading, the novel word poses substantial processing difficulty, particular for dyslexic children with inefficient lexical processing, we predict that dyslexic children would be less efficient to target the eyes than control children did in novel word learning. Consistent with our prediction, the mean initial landing positions on novel words were further away from the word center for dyslexic than control children, showing that the basic decision of saccadic targeting on novel words was less efficient for dyslexic than control children. Additionally, we categorized 8 exposures to novel words as being two learning stages: Learning stage 1 including exposures 1 to 4; and learning stage 2 including the exposures from 5 to 8. We aimed to examine whether they were able to modulate their saccadic targeting as the accumulated learning of novel words. The results showed that, control children targeted the initial saccades closer to the word centers with increased exposures, while such effect did not occur for dyslexic children. These findings indicate that control children adjusted the initial saccadic targeting based on lexical familiarity information, while dyslexic children did not. On the basis of the findings above, we argue that, dyslexic children may adopt more careful strategy of saccade-target selection given their lower efficiency in word processing, such that they had lower efficiencies in the basic decision of saccadic targeting, as well as the usage of “lexical familiarity information” to modulate the saccadic targeting to novel words. This might account for their low word acquisition efficiency in reading.
Subjects: Psychology >> Developmental Psychology submitted time 2018-11-19
Abstract： " Previous studies have shown that the amount of vocabularies of children with developmental dyslexia is remarkably lower than that of normal children, thus, it becomes one of the primary indicators for discriminating dyslexia in clinical (Shu et al., 2006). Children develop vocabularies at an extremely high rate in primary school, and a conservative estimate shows that approximately one-third of vocabulary growth is acquired by accidental learning in natural reading (Fukkink, 2005). The critical process of this way to learn words, is to infer the word meaning by gathering useful sources base on lexical and contextual cues. Chinese developmental dyslexia typically have deficits in the aspects of morphological- and phonological-related processing, we infer they would be less skilled to derive the word meaning by using lexical information. The first experiment is designed to examine the dyslexic children’s performance of novel word learning in reading. In Experiment 1, the novel words were embedded into eight sentences, each of which provided a context for readers to form a new lexical representation. Three groups of children were selected as participants, including children with developmental dyslexia (DD), the chronological age-matched children (CA), and reading level-matched children (RL). They were instructed to read sentences containing novel words as their eye movements were recorded. The results showed that, reading times on target words gradually reduced with the increasing of learning stages. Children with developmental dyslexia needed more contexts to begin to decrease for the measures of first fixation duration and gaze duration, and showed a slower decline on total fixation time as compared to age-matched and reading level-matched children. It suggests that more contexts are necessary for dyslexic children to learn novel words in reading. The insertion of spaces between words, has been proven to be an effective way of improving children’s word learning efficiency (Blythe et al., 2012; Liang et al., 2015). In Experiment 2, we examined whether children with dyslexia were more benefit from word spacing in word learning because of their low-level of reading skills. Three groups of children as the same in Experiment 1 were instructed to read sentences in unspaced, and word-spaced formats. The results showed that all children were benefit from word spacing in word learning, and it was more pronounced for children with- than without- dyslexia. We argue that word spacing may allow readers to form a more fully specified representation of the novel word, or to strengthen connections between representations of the constituent characters and the multi-character word. Our findings provide robust evidence that Chinese children with developmental dyslexia have lower efficiency of word learning in reading, probably this accounts for their less vocabularies in mental lexicon. The findings also have strong implications for educational practice with respect to reading development with dyslexia.
Subjects: Psychology >> Cognitive Psychology submitted time 2018-09-07 Cooperative journals: 《心理学报》
Abstract： 研究探讨汉语读者选择眼跳目标时, 中央凹注视词的加工负荷是否影响副中央凹获取信息量, 进而调节随后的眼跳长度。采用眼动追踪技术, 操纵了中央凹注视词的词频(高频、低频)和副中央凹词的笔画数(多笔画、少笔画)。结果发现：从中央凹词到副中央凹少笔画词的眼跳长度显著地长于到多笔画词的, 且这种笔画数效应并不受中央凹加工负荷的调节; 从高频中央凹词到副中央凹词的眼跳长度显著地长于低频词的。在本实验条件下结果提示：中央凹加工负荷在眼跳目标选择中的作用不是通过调节副中央凹获取信息量的多少来实现的。
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