Understanding Written and Pictured Information

这项研究是波特目前NSF支持的一项更新， 研究项目，将研究非常快速的过程中， 阅读、理解和记忆单词、句子， 图片. 工作的主要重点是在各级或阶段， 加工：加工的水平是什么，他们的 时间进程，以及它们如何相互作用？ I. 在阅读中，是认字的第一阶段（一） 只对视觉词本身作出反应，如模块理论 hold，或者（B）它是否受前一句语境的影响， “互动”理论提出的？ 非文字的错觉， 字母迁移是两种现象， 单词识别;如果它们显示句子上下文的影响， 它将支持（B）。 “非客体”知觉的一个延伸是 计划好了 二. 当一个句子被阅读时，有几个层次的表示， 推测计算：句法结构，字面意义 一个词的组合，和一个更广泛的解释， 在文本的上下文中的意义。 这些级别的判决 随着时间的推移，将通过改变 阅读的速度，并通过探测识别的一个字， 在陈述之后的几个间隔中的句子。 三. 阅读一个句子后，立即“逐字”回忆是 即使对于超过正常记忆的长句， 七个左右不相关的词。 这表明， 句子的记忆被有效地构造。 研究 将检验这个结构主要是指- 回忆，就像自发的句子产生一样，从 说话者想要表达的一系列想法，它依赖于 动词来产生适当的句子结构。 的 用来表达原句意思的词有 从最近激活的单词中选择， 在正常情况下的准确性。 总之，这些研究将提供一个图片的几个层次， 在阅读、理解和回忆过程中的加工 句子，并将绘制平行的图片处理， 某些情况下。 这项研究将增加人们对 阅读过程，并可能有助于设计改进的方法， 阅读指导。

This research, a renewal of Potter's current NSF-supported research project, will study the very rapid processes involved in reading, comprehending, and remembering words, sentences, and pictures. The main focus of the work is on levels or stages of processing: What are the levels of processing, what is their time course, and how do they interact? I. In reading, is the first stage of word recognition (a) responsive only to the visual word itself, as modular theories hold, or (b) is it influenced by the previous sentence context, as "interactive" theories propose? The nonword illusion and letter migration are two phenomena that reflect early stages of word recognition; if they show an effect of sentence context, that will support (b). An extension to "nonobject" perception is planned. II. As a sentence is read, several levels of representation are presumably computed: a syntactic structure, the literal meaning of the word combination, and a broader interpretation of the meaning in the context of the text. These levels of sentence processing will be tracked as they evolve over time, by varying the rate of reading and by probing recognition of a word in the sentence at several intervals after presentation. III. Immediately after reading a sentence, "verbatim" recall is possible, even for long sentences that exceed the normal memory span of seven or so unrelated words. This shows that one's memory for a sentence is efficiently structured. The research will test the hypothesis that the structure is primarily meaning- based; recall, like spontaneous sentence production, starts from a set of ideas the speaker intends to express, and it relies on the verb to produce the appropriate sentence structure. The words used to express the ideas of the original sentence are selected from recently-activated words, resulting in high accuracy of recall under normal circumstances. Together, these studies will give a picture of several levels of processing during the reading, understanding, and recall of sentences, and will draw parallels to picture processing in certain cases. The research will increase understanding of the reading process and may help in the design of improved methods of reading instruction.