LANGUAGE COMPREHENSION AS STRUCTURE BUILDING

语言理解作为结构构建

• 批准号: 3416847
• 负责人: Morton Ann Gernsbacher
• 金额: $ 7.68万
• 依托单位: UNIVERSITY OF OREGON
• 依托单位国家: 美国
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-07-20 至 1992-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3416847
• 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 一般的认知过程和机制。结构建筑 框架确定了这些认知过程和机制中的一些。 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 涉及到组件流程。首先，理解者奠定了基础 因为他们的精神结构。接下来，理解者发展心智 结构，当新信息一致或 与以前的信息有关。然而，当传入的信息 关联性较小，理解者使用不同的过程：他们转换和 附着新的子结构。因此，大多数表示包括几个 分支的子结构。心理结构的基础是 记忆节点，由传入的刺激激活。首字母 激活构成了心理结构的基础。曾经是一个基金会 铺设后，后续信息通常会被映射到上面，因为 使传入的信息与先前的信息相一致， 它更有可能激活相同或连接的内存节点。这个 输入的信息越不连贯，它就越不可能 激活相同的内存节点。在这种情况下，一组不同的节点 被激活，并且它们的激活形成了新的 下部结构。此外，一旦激活了内存节点，两个 机制控制它们的激活水平：抑制和 增强功能。当存储节点的信息被它们 表示是进一步构建结构所必需的；它们是 当它们所代表的信息不再是必要的时被抑制。 结构建造中涉及的三个过程(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)是基础 理解现象数不胜数。此外，中美之间的差异 这些过程和机制的效率是不同的基础 成人理解力。拟议的研究提供了关键的测试 结构建筑框架。它回答了以下问题： 理解者是否奠定了英语以外的语言的基础？ 演讲者在理解时不太依赖语序 句子？是否有促进地图绘制的通信设备？什么时候 会发生移位吗？换班可以从经验上加以区别吗？ 奠基和绘制地图？这些机制的选择性有多大 抑制性和增强性？压抑能区别于 增强版？为了回答这些问题，实验将调查 跨语言理解的差异，通过结构促进 平行，习语理解和隐含信息，句法 分析，阅读时间的统计模型，以及 不那么熟练的理解者与更熟练的理解者。这些问题的答案 将与那些由于神经学原因而 侮辱或神经心理障碍，有语言理解能力 残疾人士。