LANGUAGE COMPREHENSION AS STRUCTURE BUILDING

语言理解作为结构构建

• 批准号: 2268016
• 负责人: Morton Ann Gernsbacher
• 金额: $ 10.82万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-07-01 至 1995-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2268016
• 关键词: adult human (21+); cognition; concept; conditioning; cues; differential semantics; eye movements; human subject; language; memory; mental process; neural information processing; perception; psycholinguistics; psychological models; reading; semantics; speech; stimulus generalization; suppression

Many processes and mechanisms involved in language comprehension are general cognitive processes and mechanisms. The Structure Building Framework identifies a few of those cognitive processes and mechanisms. According to the Structure Building Framework, the goal of comprehension is to build coherent mental representations or structures. Three component processes are involved. First, comprehenders lay foundations for their mental structures. Next, comprehenders develop mental structures by mapping on new information when that information coheres or relates to previous information. However, when the incoming information is less related, comprehenders employ a different process: They shift and attach a new substructure. Thus, most representations comprise several branching substructures. The building blocks of mental structures are memory nodes, which are activated by incoming stimuli. Initial activation forms the foundation of mental structures. Once a foundation is laid, subsequent information is often mapped on because the more coherent the incoming information is with the previous information, the more likely it is to activate the same or connected memory nodes. The less coherent the incoming information is, the less likely it is to activate the same memory nodes. In this case, a different set of nodes is activated, and their activation forms the foundation for a new substructure. In addition, once memory nodes are activated, two mechanisms control their level of activation: suppression and enhancement. Memory nodes are enhanced when the information they represent is necessary for further structure building; they are suppressed when the information they represent is no longer as necessary. The three processes involved in structure building (laying a foundation, mapping, and shifting) and the two mechanisms that control these structure building processes (suppression and enhancement) underlie numerous comprehension phenomena. Moreover, differences in the efficiency of these processes and mechanisms underlie differences on adult comprehension skill. The proposed research provide critical tests of the Structure Building Framework. It answers the following questions: Do comprehenders lay foundations in languages other than English whose speakers do not rely so heavily on word order when comprehending sentences? Are there communication devices that facilitate mapping? When does shifting occur? Can shifting be empirically discriminated from foundation laying and mapping? How selective are the mechanisms of suppression and enhancement? Can suppression be discriminated from enhancement? To answer these questions, experiments will investigate cross-linguistic differences in comprehension, facilitation by structural parallelism, comprehension of idioms and implicit information, syntactic parsing, statistical models of reading time, and differences between less- versus more-skilled comprehenders. The answers to these questions will be relevant to members of populations who, because of neurological insults or neuropsychological disorders, have language comprehension disabilities.

语言理解中涉及的许多过程和机制是 一般认知过程和机制。 结构建造 框架确定了一些认知过程和机制。 根据结构构建框架，理解的目标 是建立连贯的心理表征或结构。 三 涉及组件过程。 首先， 他们的心理结构。 接下来， 当新的信息相干时， 与以前的信息有关。 然而，当传入的信息 由于相关性较小，理解者采用不同的过程：他们转移， 安装一个新的底座 因此，大多数表示包括几个 分支子结构心理结构的基石是 记忆节点，由传入的刺激激活。 初始 激活形成了心理结构的基础。曾经的基金会 奠定，随后的信息往往是映射上，因为更多的 如果输入的信息与先前的信息一致， 更有可能的是激活相同或连接的存储器节点。 的 输入的信息越不连贯， 激活相同的记忆节点。 在本例中，一组不同的节点 被激活，它们的激活形成了一个新的基础， 下部结构 此外，一旦存储器节点被激活， 机制控制其激活水平：抑制和 增强 当存储器节点中的信息 代表是必要的进一步结构建设;他们是 当它们所代表的信息不再是必要的时被抑制。 结构建设的三个过程（打基础， 映射和移位）以及控制这些的两种机制 结构构建过程（抑制和增强） 许多理解现象。 此外， 这些进程和机制的效率造成了以下方面的差异： 成人理解能力 拟议的研究提供了关键的测试， 结构建设框架。 它回答了以下问题： 语言的奠基者是否使用英语以外的语言， 说话者在理解时不那么依赖词序 句子？是否有便于测绘的通信设备？当 是否会发生移位？根据经验， 打地基和绘图？如何选择的机制， 抑制和增强？是否可以区分抑制 增强？为了回答这些问题，实验将调查 理解的跨语言差异，结构促进 排比，习语理解，隐含信息，句法 句法分析，阅读时间的统计模型， 技术水平较低和技术水平较高的两种人。 这些问题的答案 将与那些由于神经系统疾病 侮辱或神经心理障碍，有语言理解能力 残疾。