Reading Skill: Modeling Individual and Text Interactions

阅读技巧：建模个人和文本交互

• 批准号: 7624707
• 负责人: DEBRA Lynn LONG
• 金额: $ 27.11万
• 依托单位: UNIVERSITY OF CALIFORNIA AT DAVIS
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-08-01 至 2011-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7624707
• 关键词: Accounting; Characteristics; Cognitive; Complex; Comprehension; Concept Formation; Data; Databases; Development; Emotional; Equation; Eye Movements; Frequencies; Goals; Guidelines; Health; Individual; Individual Differences; Knowledge; Knowledge acquisition; Language; Learning; Measures; Modeling; Nature; Pattern; Performance; Printing; Process; Property; Psychometrics; Public Health; Reader; Reading; Research Personnel; Short-Term Memory; Statistical Methods; Structure; Testing; Text; Time; Variant; Writing; base; density; experience; gaze; improved; lexical; multilevel analysis; processing speed; sample fixation; skills; syntax; theories; young adult

DESCRIPTION (provided by applicant): Text Comprehension is an important means of knowledge acquisition in almost all domains. The ability to process complex, written information is essential if individuals are to make informed decisions regarding their physical, emotional, and financial well being. Reading involves complex interactions between reader-related factors (e.g., word-decoding skill, background knowledge) and text-related properties (e.g., syntactic complexity, coherence). The goal of this study is to understand how reader characteristics and text properties combine to influence reading processes and comprehension performance. We capitalize on recent advances in psychometrics, involving multilevel modeling, to examine reader and text interactions in a more sophisticated manner than has been possible before. In this study, reading time is decomposed to reveal the subcomponent processes of comprehension. Properties of words, sentences, and texts are used to predict reading-specifically, young adults' eye movements and fixations. The relations between specific text properties and reading are then used as criterion variables in second-level analyses to determine how they are influenced by a large number of reader characteristics (e.g., word-decoding ability, working-memory (WM) capacity). One aim of this proposal is to investigate two closely related, theoretical issues. First, what accounts for the covariation between performance on WM tasks and sentence understanding? We compare models in which the covariation is due to individual differences in WM capacity and models in which the covariation is due to individual differences in language skill and experience. Second, what is the nature of reading skill? We compare models in which differences in skill are due to variation in a single mechanism (e.g., word-decoding ability) and models in which differences are due to variation in multiple mechanisms- language specific mechanisms, such as word-decoding skill, and general cognitive mechanisms, such as WM capacity, This project is relevant to public health in its potential to improve the comprehensibility of written health information. Comprehension is facilitated to the extent that the properties of the text match the skills of the reader. This project can contribute to the development of guidelines for text revision that will improve comprehension in heterogeneous groups of readers.

描述（由申请人提供）：文本理解是几乎所有领域获取知识的重要手段。如果个人要就自己的身体、情感和财务健康做出明智的决定，那么处理复杂的书面信息的能力至关重要。阅读涉及与读者相关的因素（例如，单词解码技能、背景知识）和与文本相关的属性（例如，句法复杂性、连贯性）之间复杂的相互作用。本研究的目的是了解读者特征和文本属性如何结合起来影响阅读过程和理解表现。我们利用心理测量学的最新进展，包括多层次建模，以比以前更复杂的方式检查读者和文本的交互。在这项研究中，阅读时间被分解以揭示理解的子组件过程。单词、句子和文本的属性用于预测阅读（具体而言）年轻人的眼球运动和注视。然后，特定文本属性和阅读之间的关系被用作二级分析中的标准变量，以确定它们如何受到大量读者特征（例如，单词解码能力、工作记忆（WM）容量）的影响。该提案的目的之一是研究两个密切相关的理论问题。首先，什么解释了 WM 任务表现和句子理解之间的协变？我们比较了协变是由于 WM 能力的个体差异引起的模型和协变是由于语言技能和经验的个体差异引起的模型。其次，阅读能力的本质是什么？我们比较了由于单一机制（例如，单词解码能力）的变化而导致技能差异的模型和由于多种机制的变化而导致差异的模型——语言特定机制（例如单词解码能力）和一般认知机制（例如 WM 能力）。该项目与公共卫生相关，因为它有可能提高书面健康信息的可理解性。当文本的属性与读者的技能相匹配时，理解就会变得容易。该项目有助于制定文本修订指南，从而提高不同读者群体的理解力。