Understanding Written and Pictured Information

我们所看到的东西的上下文（例如， 一个词或一个物体）影响我们所看到的，以及如何准确， 我们很快就看到了？ 在日常经验和实验中， 实验室，很明显，上下文，如句子 围绕一个词或一个物体出现的场景，可以 帮助或伤害知觉，但这是如何发生的， 如果不解决一些关于视觉的基本问题， 认知. 是一个书面文字（例如）首先确定 仅仅基于视觉信息， 有它的影响，因为这个词的含义是与 它是其中的一部分？ 或者说， 在确定单词被看到的速度，甚至是什么单词 看见了吗？ 本研究将探讨语境的交互作用 和刺激信息在看到和记住的话（和 有时是图片）在处理过程中的四个连续阶段， 句子或列表 这四个阶段或水平将使用四种技术进行研究， 从理论上讲，每一种都有望利用 不同的阶段 第一项研究将利用一种现象， 称为"重复盲视"，其中一对中的第二个 列表上相同的项目往往会“消失”，如果它到达非常 在第一次之后不久。 这起失踪案似乎发生在 对第二项的感知的非常早期的阶段（也许 在第一个1/20秒内）;问题是， 周围的环境会影响这个早期阶段。 第二组 的研究将进入一个稍晚的阶段（也许在第一阶段）。 1/10秒），涉及从一个感知到的单词中选择一个 几个可能的单词，瞥见的单词可能是。 在这个阶段发生的一个常见的影响是误认为 "非词"，如DACK，用于真实的词，如DECK; 我们将研究句子语境对这种效果的影响。 一 第三阶段将通过呈现两个单词来学习 同时，简短地，在句子的中间，引起 读者立即选择适合的人。 上下文 一个成功的选择将表明，这些话必须 它已经被处理（可能是无意识的）。 在第四阶段， 在单词本身被识别之后，它的含义被"调整"为 把句子作为一个整体。这一阶段将由 调查替代词的非自愿侵入， 更好地适应特定的环境。 这项研究的意义在于它对我们的帮助 详细了解阅读的过程和语言 理解，以便将阅读教学和 在合理的科学基础上使用书面交流。

How does the context in which we see something (for example, a word or an object) influence what we see and how accurately and rapidly we see it? In daily experience and in the experimental laboratory, it is clear that context, such as the sentence surrounding a word or the scene in which an object appears, can help or hurt perception, but just how that happens cannot be understood without addressing some basic questions about visual cognition. Is a written word (for example) first identified solely on the basis of the visual information, with the context having its effects as the word's meaning is integrated with the sentence of which it is a part? Or, does the context play a role in determining how fast the word is seen, or even what word is seen? This research will investigate the interaction of context and stimulus information in seeing and remembering words (and sometimes pictures) at four sequential stages in processing a sentence or list. The four stages or levels will be studied using four techniques, each of which is expected, on theoretical grounds, to tap a different stage. The first studies will make use of a phenomenon called "repetition blindness," in which the second of a pair of identical items on a list tends to "disappear" if it arrives very soon after the first one. This disappearance seems to happen at a very early stage of perception of the second item (perhaps within the first 1/20 of a second); the question is whether surrounding context can affect this early stage. The second set of studies will tap a somewhat later stage (perhaps in the first 1/10 of a second) involving selection of one perceived word from several possible words that the glimpsed word might actually be. A frequent effect that happens at this stage involves mistaking a "nonword" like DACK for a real word such as DECK; the studies will look at the influence of sentence context on that effect. A third stage will be studied by presenting two words simultaneously and briefly, in the middle of a sentence, causing the reader to make an immediate choice of the one that fits the context. A successful choice will indicate that the words must have been processed (perhaps unconsciously). At a fourth stage, after the word itself is recognized, its meaning is "tuned" to fit the sentence as a whole. This stage will be studied by investigating involuntary intrusions of substitute words that may fit better in a given context. The significance of the research lies in its role in helping us understand in detail the process of reading and language comprehension, in order to place the teaching of reading and the use of written communication on a rational scientific foundation.