ERP and Behavior in Comprehension: Word-to-Text Integratioin and Word Learning

ERP 和理解行为：词到文本整合和词学习

• 批准号: 7770785
• 负责人: CHARLES A. PERFETTI
• 金额: $ 30.02万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-03-01 至 2013-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7770785
• 关键词: Accounting; Address; Adult; Affect; Age; Area; Behavioral; Cereals; Child; Child Development; Comprehension; Development; Event; Event-Related Potentials; Goals; Hand; Individual; Individual Differences; Intervention; Judgment; Knowledge; Language; Learning; Link; Literature; Measures; Memory; Methods; Modeling; Nature; Outcome; Population; Process; Reader; Reading; Research; Research Design; Research Methodology; Role; Scalp structure; Schools; Series; Signal Transduction; Surface; Testing; Text; Time; United States National Institutes of Health; Variant; Vocabulary; Word Processing; Work; age group; base; experience; flexibility; lexical; lexical processing; middle school; psychologic; public health relevance; research study; response; skills; theories; university student; voltage; young adult

DESCRIPTION (provided by applicant): This application aims to acquire evidence on the role of word knowledge in comprehension skill. Its research aims to identify two components of the word knowledge -comprehension link: (1) the consequences of word knowledge for children's and adults' comprehension processes and, more specifically, the ability to integrate word meanings in text comprehension. (2) How children and adults learn the meanings of new words during reading and how this learning is affected by their comprehension skill. In pursuing these two aims, the project addresses how the relationship between word knowledge (and word learning) and comprehension change across schooling. Its hypothesis is that, despite the skill development that occurs across ages, the general relationship among word knowledge, new word learning, and comprehension is unchanging from middle school to young adulthood. The research methods for these aims require fine-grain measures taken during word-by-word reading and word learning. For this purpose, much of the research used event related potentials (ERPs) measures, which are voltage shifts measure on the scalp surface in response to specific experimental events. For example, ERPs taken during text reading reveal voltage shifts that indicate how readily the reader is able to integrate the meaning of the word with the prior text. This indicator, furthermore, appears more robustly for readers of high comprehension skill than for readers of low comprehension skill. As a second example, ERP measures can produce indicators of new word learning. After learning the meaning of a new word, ERPs recorded when the new word is viewed show specific markers of the learning experience and of the use of the newly learned meaning in a meaning judgment task. Further, the robustness of the learning signal produced by the new word is related to the comprehension skill of the reader. The research takes advantage of these observations in a series of studies with both children and adults, whose word knowledge and comprehension skill are assessed and related to outcomes of the experiments. The studies are designed to gain important results that will increase understanding of how individual skill is related to processes of word-by-word comprehension and the ability to learn the meanings of new words through reading. The work of the project has implications for the broad health-related goals of NIH, especially in contributing to research on the psychological, language and educational development of children. PUBLIC HEALTH RELEVANCE This project will obtain important scientific information on children's and adults' reading comprehension, especially the importance of word knowledge and learning new words as components of reading skill. The work of the project has implications for the broad health-related goals of NIH, especially in contributing to research on the psychological, language and educational development of children.

描述（由申请人提供）：本申请旨在获取有关单词知识在理解技能中的作用的证据。其研究旨在确定单词知识-理解链接的两个组成部分：（1）单词知识对儿童和成人理解过程的影响，更具体地说，是在文本理解中整合单词含义的能力。 (2) 儿童和成人在阅读过程中如何学习新单词的含义以及这种学习如何受到他们的理解能力的影响。为了实现这两个目标，该项目探讨了单词知识（和单词学习）与理解之间的关系如何在整个学校教育中发生变化。它的假设是，尽管技能发展会随着年龄的增长而发生，但从中学到青年时期，单词知识、新单词学习和理解之间的一般关系并没有改变。实现这些目标的研究方法需要在逐字阅读和单词学习过程中采取细粒度的措施。为此，许多研究都使用了事件相关电位 (ERP) 测量，这是针对特定实验事件在头皮表面上测量的电压变化。例如，在文本阅读过程中获取的 ERP 揭示了电压变化，表明读者能够轻松地将单词的含义与先前文本相结合。此外，该指标对于理解能力较高的读者而言比对于理解能力较低的读者而言更为稳健。第二个例子，ERP 测量可以产生新词学习的指标。在学习了一个新单词的含义后，查看新单词时记录的 ERP 会显示学习经历以及在含义判断任务中使用新学到的含义的特定标记。此外，新词产生的学习信号的鲁棒性与读者的理解能力有关。该研究在对儿童和成人进行的一系列研究中利用了这些观察结果，评估了儿童和成人的单词知识和理解能力，并将其与实验结果相关联。这些研究旨在获得重要结果，以增进对个人技能与逐字理解过程之间的关系以及通过阅读学习新单词含义的能力的理解。该项目的工作对 NIH 广泛的健康相关目标具有影响，特别是在促进儿童心理、语言和教育发展的研究方面。公共卫生相关性 该项目将获得有关儿童和成人阅读理解的重要科学信息，特别是单词知识和学习新单词作为阅读技能组成部分的重要性。该项目的工作对 NIH 广泛的健康相关目标具有影响，特别是在促进儿童心理、语言和教育发展的研究方面。