Sensory and cognitive influences on the training-related improvement of reading speed in peripheral vision
Sensory and cognitive influences on the training-related improvement of reading speed in peripheral vision
复制标题
DOI：
10.1167/13.7.14
复制
发表时间：
2013-01-01
影响因子：
1.8
通讯作者：
Yu, Deyue
中科院分区：
文献类型：
--
作者：
He, Yingchen;Legge, Gordon E.;Yu, Deyue
正常的周边视觉的阅读速度很慢，但可以通过字母识别任务的训练来提高。本研究的目的是调查负责这种改善的感觉和认知因素。视觉广度被假设为限制阅读速度的感觉瓶颈。三个感觉因素--字母的敏锐度、拥挤和错位（字母空间顺序的错误）--可能会限制视觉跨度的大小。阅读速度还受到认知因素的影响，包括对句子语境信息的利用。我们进行了知觉训练实验，以探讨这些因素的作用。训练包括每天四次的三角字母识别试验，在较低的视野10度。受试者的视觉广度和阅读速度在前后测试中进行了测量。三个感官因素的影响被隔离，通过分解分析的视觉跨度配置文件。句子语境的影响通过语境增益来衡量，语境增益是有序文本和无序文本的阅读速度之比。经过训练后，视觉广度增加了5.4比特的信息传输，阅读速度提高了45%。训练诱导了拥挤程度的大幅降低（4.8位）和错位的较小降低（0.7位），但字母敏锐度或上下文增益没有变化。这些结果表明，与训练相关的阅读速度提高的基础是拥挤的干扰效应的大幅减少和错位错误的小幅减少。
Reading speed in normal peripheral vision is slow but can be increased through training on a letter-recognition task. The aim of the present study is to investigate the sensory and cognitive factors responsible for this improvement. The visual span is hypothesized to be a sensory bottleneck limiting reading speed. Three sensory factors-letter acuity, crowding, and mislocations (errors in the spatial order of letters)-may limit the size of the visual span. Reading speed is also influenced by cognitive factors including the utilization of information from sentence context. We conducted a perceptual training experiment to investigate the roles of these factors. Training consisted of four daily sessions of trigram letter-recognition trials at 10 degrees in the lower visual field. Subjects' visual-span profiles and reading speeds were measured in pre- and posttests. Effects of the three sensory factors were isolated through a decomposition analysis of the visual span profiles. The impact of sentence context was indexed by context gain, the ratio of reading speeds for ordered and unordered text. Following training, visual spans increased in size by 5.4 bits of information transmitted, and reading speeds increased by 45%. Training induced a substantial reduction in the magnitude of crowding (4.8 bits) and a smaller reduction for mislocations (0.7 bits), but no change in letter acuity or context gain. These results indicate that the basis of the training-related improvement in reading speed is a large reduction in the interfering effect of crowding and a small reduction of mislocation errors.