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RESEARCH ON THE READING ABILITIES IN INTERPERSONAL COMMUNICATION

人际交往中的阅读能力研究

基本信息

批准号：
18530500
负责人：
MURAMOTO Toshiaki
金额：
$ 1.29万
依托单位：
Tohoku University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2006
资助国家：
日本
起止时间：
2006 至 2007
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-18530500/
关键词：
READING ABILITY INTERPERSONAL COMMUNICATION WORKING MEMORY MAIN POINT OF TEXT IRONY EMOTION INFERENCE EMPATHY PRIMING 談話構造共通基盤認知的負荷

项目摘要

1. From a series of experiments concerning expository text comprehension for school children, we clarified the following things:(1) When a topic sentence in each paragraph was explicit, children could more easily distinguish theme-elated sentences form theme-unrelated ones, but it had no effect on understanding the main point of the text. (2) The ability to recognize the macro-proposition of a paragraph was help for paragraph by-paragraph reading in which children had been searched for a main idea of each paragraph to understand the whole text (3) Working memory capacity affected structure-based text processing in which children had been focused on the connection of paragraphs.2. We carried out two experiments on irony comprehension and proposed the egocentric processing hypothesis of irony, in which listeners initiate the processing of ironical meaning when they notice the pragmatic insincerity from their egocentric perspectives. We also verified the validity of the hypothesis in a series of experiments using a priming technique.3. On the ability to read emotional states of the speakers, we coed out a experiment of utterance understanding using a priming technique. The result showed that listeners had inferred the speaker's emotional state on-line, hearing utterance. Also, it revealed the individual differences of reading ability of emotional states. The amount of priming, which was thought as an index of the reading ability, had been shown to correlate with the Emotional Responsiveness, a subscale of the Emotional Empathic Tendency Scale, but not to correlate with other psychological scales, or working memory capacity measured by Reading Span Test.

1.通过一系列关于儿童阅读短文的实验，我们发现：（1）当每一段落中的主题句是显性的时，儿童更容易区分主题相关句和主题无关句，但这对理解文章的主旨没有影响。(2)对段落宏观命题的识别能力有助于儿童逐段阅读，即寻找段落的中心思想，从而理解整个文本。（3）工作记忆能力影响儿童对结构性文本的加工，即关注段落之间的联系。我们进行了两个反语理解实验，并提出了反语的自我中心加工假说，即当听者从自我中心的角度注意到语用虚假时，他们会启动反语意义的加工。我们还使用启动技术在一系列实验中验证了该假设的有效性。3.在阅读说话者情绪状态的能力方面，我们采用启动技术进行了一个话语理解实验。实验结果表明，听者在听到话语的同时，已经在线推断出说话人的情绪状态。揭示了情绪状态阅读能力的个体差异。被认为是阅读能力指标的启动量与情绪共情倾向量表的情绪反应性相关，而与其他心理量表和阅读广度测验的工作记忆容量无关。