The effect of suppressing subvocal speech on text processing during auditory and visual presentation
The effect of suppressing subvocal speech on text processing during auditory and visual presentation
复制标题
听觉和视觉呈现过程中抑制默声语音对文本处理的影响
DOI：
10.4992/psycholres1954.27.41
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发表时间：
1985
影响因子：
0.8
通讯作者：
Machiko Sannomiya
中科院分区：
文献类型：
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作者：
Machiko Sannomiya
在先前的研究(Sannomiya，1984)中，我们考察了呈现方式与被试在文本加工中的理解能力之间的关系。结果发现，对于理解能力差的学生(小学三年级)，理解能力较好的学生(小学六年级)没有发现通道效应。也就是说，文本呈现后的测试表现表明，在理解能力较差的情况下，听觉呈现优于视觉呈现。情态与理解能力的互动与语篇难度对情态的影响是一致的(Sannomiya，1982a，1982b)。在之前的实验中，给定的课文对于理解能力差的人来说是困难的，对于理解能力好的人来说是容易的。关于情态的困难互动，包括情态与理解能力的互动，有一个一致的解释：视觉呈现的文本经历了声学形式的翻译。因此，在视觉条件下的文本处理往往是不够的，因为当给定的文本对主体来说是困难的并且需要大量的时间进行处理时，翻译的附加过程。视觉条件下的翻译被认为是亚发声的形式，因为以前的实验是禁止外显发声的。因此，对于好的理解者来说，亚声言语在视觉条件下运行良好，因此在该条件下的文本处理可以与在听觉条件下一样好。另一方面，对于理解能力较差的人来说，次声言语不能充分发挥作用。我们可以通过抑制理解能力好的学生(六年级学生)的次声言语来证实这一假设，因为他们之间不存在情态差异。如果视觉呈现过程中的潜声有效1，作者希望感谢Shigeru教授
In the previous research (Sannomiya, 1984), the relation between presentation modality and comprehension ability of subjects in text processing was examined. As a result, the modality effect was found for the poor comprehenders (3rd graders of a primary school) but not for the good comprehenders (6th graders of a primary school). That is, test performance after presentation of the text indicated auditory superiority over visual presentation in the case of the poor comprehenders. This interaction of modality by comprehension ability is compatible with the fi nding of modality by text difficulty (Sannomiya, 1982a, 1982b). In the previous experiment, the given text was a difficult one for the poor comprehenders, and was an easy one for the good comprehenders. As for the modality by diffi culty interaction including the interaction of modality by comprehension ability, a consistent explanation has been hypothesized: Visually presented texts undergo the translation into an acoustic form. Therefore the text processing in the visual condition tends to be insufficient because of the additional process of translation when the given text is difficult for the subject and needs much time for processing. The translation in the visual condition is considered to take the form of subvocalization, because overt vocalization was forbidden in the previous experiment. It seems, therefore, that for the good cornprehenders subvocal speech functioned well in the visual condition so that the text processing in that condition could be as good as in the auditory condition. On the other hand, for the poor comprehenders, the subvocal speech would not function sufficiently. We can confirm this assumption by suppressing the subvocal speech of good comprehenders (6th graders) for whom there will be no modality difference. If the subvocalization during visual presentation effectively 1 The author wishes to thank Professor Shigeru