Individual strategies of processing morphologically complex words

阅读是一种先进的和多方面的技能，在现代社会中对富有成效和有意义的生活至关重要。一个人不能发展足够的阅读理解能力的最常见的原因是识别印刷文字的困难。这种困难在占英语词汇60%以上的一类词中尤为突出，这些词由语素组成，即每个结构单位都有自己的形式和意义（“bookstore”中的“book”和“store”）。该计划的重点是在健康的年轻低学历的成年人，通常在语言任务表现不佳的复杂的话的处理。复杂的话，让独特的见解加工缺陷的性质，在低学历的读者，他们开发的策略，以弥补他们的赤字。关于词汇水平特征对词汇阅读行为的影响，已有大量的实验证据。关于这种行为如何受到读者的认知和语言特征的影响，我们知道得少得多。本计划提出了实验和计算探索的个体变异视觉识别复杂的单词，发现在加拿大社会的一个未充分研究的部分。该计划在其主题和目标人群的选择方面具有创新性，因为大多数先前的研究都是基于从儿童或高度熟练的本科生的主题库中获得的行为数据。该计划也是全面的范围，因为它测试了所有主要的已知技能组成部分的阅读成功对各种各样的语言现象观察到英语形态。最后，该计划是先进的实验，计算和数据分析方法，它建议采用：例如，我们对眼睛跟踪（在阅读期间眼睛运动的记录）的选择将允许在毫秒时间尺度上对复杂单词识别过程的时间展开进行说明。这项研究将加深对语言和阅读中涉及的基本认知过程和能力的认识。它还将为纠正识字和阅读困难的教育实践提供信息。

Reading is an advanced and multifaceted skill critical for a productive and rewarding life in the modern society. The single most common cause of an individual's failure to develop adequate reading comprehension is a difficulty in recognizing printed words. The difficulty is particularly pronounced in a type of words which account for over 60% of the English lexicon and consist of morphemes, i.e. structural units each carrying its own form and meaning ("book" and "store" in "bookstore"). This program focuses on the processing of such complex words in healthy young low-educated adults that typically show poor performance in linguistic tasks. Complex words allow unique insights into the nature of processing deficits in low-educated readers, and the strategies that they develop to compensate for their deficits. Much experimental evidence has already been accrued about the influence that word-level characteristics have on word reading behavior. Much less is known about how this behavior is affected by the cognitive and verbal characteristics of readers. The present program proposes experimental and computational exploration of individual variability in visual recognition of complex words, as found in an understudied fraction of Canadian society. This program is innovative in its topic and choice of target population, as most prior research was based on behavioral data obtained either from children or from subject pools of highly proficient undergraduate students. The program is also comprehensive in scope in that it tests all major known skill components of reading success against a broad variety of linguistic phenomena observed in English morphology. Finally, the program is advanced in the experimental, computational and data-analytical methodologies it proposes to employ: e.g., our choice of eye-tracking (registration of eye-movements during reading) will allow for an account of the temporal unfolding of processes of complex word recognition on a millisecond time scale. This research will deepen the knowledge of fundamental cognitive processes and capacities implicated in language and reading. It will also inform educational practices for remediation of literacy and reading difficulties.