Revealing the Implications of Reading Strategy for Reading Behaviour and Comprehension

从教育和职业背景到社交和休闲活动，对文本的准确理解在日常生活中至关重要。我们的阅读目标受到时间压力和可获得的文本数量等因素的影响，因此我们往往会略读，而不是仔细阅读。现在我们的电子设备上有如此多的文本信息，大量的文本和时间限制可能比以往任何时候都更影响我们的阅读目标。然而，略读不利于理解，例如，导致无法识别文本中的所有单词，并限制新信息与先前文本和现有知识的整合。在教育背景下，学生可能无法掌握和记住关键概念。在专业背景下，读者在做出关键决定之前处理新信息的时间可能有限。误解最终可能会导致现实世界中的严重错误。这个项目的目的是更多地揭示阅读目标如何调节阅读背后的机制，以及阅读目标如何影响理解。眼动记录方法将提供关于阅读目标如何调节阅读过程中处理的内容的详细见解。以前的许多研究都考察了相对仔细地阅读理解的过程，现在有了复杂的计算模型来解释这些过程。这个项目非常及时，因为它扩展了这项工作，考察了阅读目标是如何调整过程的不同方面及其协调的。该项目考察了阅读过程的广泛不同方面，包括单词识别、脱离中央眼睛注视的文本处理和文本整合。研究小组在这些研究领域(包括合作项目)开展实证和理论工作方面有着良好的记录，因此是开展这项工作的理想人选。将进行一系列详细的研究，考察基本研究问题，以揭示阅读目标如何调节文本处理的水平和时间进程。这些研究在为理解阅读目标如何调节阅读过程的基本方面提供了一个基线，尤其有价值。这项研究还对揭示阅读目标如何调节文本处理的广度和深度具有关键意义，这对理解具有重要意义。研究将考察单词是如何在视觉详细的视觉(眼睛直接注视的单词)中处理的，以及单词是如何在中央视觉之外处理的，从而导致输入的视觉退化。至关重要的是，这项工作将是开发理论模型的核心，它将影响阅读目标如何影响组成部分的过程，以及它们如何协调在一起。该项目的另一个重点是进行具有关键应用意义的研究。这些研究将揭示个体差异的可能影响，并对文本如何整合并与现有知识联系提供更清晰的见解。至关重要的是，研究还将集中于阅读目标如何调节新信息的获取，以及在广泛的背景下对学习的影响。该项目将包括向公众传播这项工作，并与专业组织接触，特别强调阅读行为如何影响理解。例如，在时间压力下阅读可能会导致单词遗漏和与先前知识的有限整合，导致误解或限制对新信息的获取。在某些情况下(如医疗诊断)，对潜在错误的认识可能至关重要。

Accurate comprehension of text is vital in everyday life, ranging from educational and professional contexts to social and leisure activities. Our reading goals are affected by factors such as time pressures and the quantity of text available to us, such that often we skim rather than read everything carefully. Now that so much textual information is available on our electronic devices, quantities of text and time constraints are likely affecting our reading goals more than ever before. However skim reading is detrimental for comprehension, for example, resulting in failure to identify all words within the text and limiting integration of new information with previous text and existing knowledge. In educational contexts students may fail to grasp and remember key concepts. In professional contexts readers may have limited time to process new information before making key decisions. Misconceptions may ultimately lead to critical errors in real world situations. For example, misdiagnosis or poor treatment plans in medical contexts.The aim of this project is to reveal much more about how reading goals modulate the mechanisms underlying reading, with implications for how reading goals affect comprehension. Eye-movement recording methods will provide detailed insights into how reading goals modulate what is processed when during reading. Many previous studies have examined the processes underlying relatively careful reading for comprehension, and there are now sophisticated computational models accounting for these processes. The project is very timely because it extends this work, examining how different aspects of the process, and their co-ordination, is modulated by reading goals. The project examines a broad range of different aspects of the reading process including word recognition, processing of text away from central eye fixation and text integration. The research team have strong track records in undertaking both empirical and theoretical work across these research areas (including collaborative projects) and therefore are ideally placed to undertake this work. A series of detailed studies will be undertaken, examining fundamental research questions to reveal how reading goals can modulate the level and time course of text processing. These studies are especially valuable in providing a baseline for understanding how reading goals modulate basic aspects of the reading process. The research also has key implications for revealing how reading goals modulate the extent and depth of text processing, with vital implications for comprehension. Studies will examine both how words are processed in visually detailed vision (words directly fixated by the eyes) and how words are processed outside of central vision such that the input is visually degraded. Crucially this work will be central to the development of theoretical models, with implications for how reading goals affect component processes, and how they are co-ordinated together.A further focus of the project is to undertake research with key applied implications. These studies will reveal possible effects of individual differences, as well as providing clearer insights into how text is integrated and linked to existing knowledge. Crucially studies will also focus on how reading goals modulate the acquisition of new information, with implications for learning in a broad range of contexts. The project will include dissemination of the work to the public and engagement with professional organisations, especially highlighting how reading behaviours can affect comprehension. For example, reading under time pressure may result in omission of words and limited integration with prior knowledge, resulting in misconceptions or limited acquisition of new information. In some contexts (such as medical diagnosis) awareness of the potential for errors could be critical.