READING AND THE ACQUISITION OF KNOWLEDGE

这项拟议的研究旨在增进我们对 阅读所涉及的过程。我们特别感兴趣的是 推论，我们理解推论要包括这样相对简单的 作为寻找回指的过程，以及更复杂的 逻辑推理中涉及的过程。 我们已经提出，推理涉及激活要被推断的 信息(无论是之前在文本中提到的信息还是 读者常识中的信息)，将 与当前要推断的信息相关的信息 处理后，将连接的信息存储到内存中 文本的表示形式。我们认为，无论是向前还是向后 推理通过激活、连接和 存储，并且这些进程需要时间来执行。我们建议 分别从这三个方面进行了实验研究 推理：关于参照的推论，关于意义的推论 概念，以及关于事件意义的推论。 在许多拟议的实验中，使用的任务是项目识别。 在以前的研究中，我们已经表明，在项目中的引爆量 识别可以用来衡量概念和概念的相对激活程度 记忆中概念之间的相对距离。 这些实验旨在增加我们对基本知识的了解 阅读的过程。虽然大多数拟议的实验将使用 以大学生为研究对象，设计了几个实验 调查二年级、四年级和六年级的发展问题 研究对象。具体地说，这些实验将调查 能够组织文本中的信息，理解回指 参考文献，并理解上下文确定的含义。

The proposed research is aimed at advancing our understanding of the processes involved in reading. We are particularly interested in inference, where we understand inference to include such relatively simple processes as finding the referent of an anaphor as well as the more complex processes involved in logical reasoning. We have proposed that inference involves activating the to-be-inferred information (whether it be information previously mentioned in the text or information in the reader's general knowledge), connecting the to-be-inferred information in relation to the information currently being processed, the storing the connected information into the memory representation of the text. We believe that both forward and backward inferences are described by the processes of activation, connection, and storage, and that these processes require time for execution. We propose experiments to investigate each of these aspects of three kinds of inference: inferences about reference, inferences about the meanings of concepts, and inferences about the meanings of events. The task employed in many of the proposed experiments is item recognition. In previous research, we have shown that the amount of priming in item recognition can be used to measure the relative activation of concepts and the relative distances between concepts in memory. The experiments are designed to increase our knowledge of the basic processes of reading. While most of the proposed experiments will use college students as subjects, several experiments are designed to investigate developmental issues with second, fourth, and sixth grade subjects. Specifically, the experiments will investigate development of abilities to organize information in text, to understand anaphoric references, and to understand contextually determined meanings.