Literaturnachweis - Detailanzeige
| Autor/inn/en | Zang, Chuanli; Liang, Feifei; Bai, Xuejun; Yan, Guoli; Liversedge, Simon P. |
|---|---|
| Titel | Interword Spacing and Landing Position Effects during Chinese Reading in Children and Adults |
| Quelle | In: Journal of Experimental Psychology: Human Perception and Performance, 39 (2013) 3, S.720-734 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0096-1523 |
| DOI | 10.1037/a0030097 |
| Schlagwörter | Children; Adults; Eye Movements; Chinese; Layout (Publications); Printed Materials; Reader Text Relationship; Word Recognition; Reading Comprehension; Probability; Grade 3; College Students |
| Abstract | The present study examined children and adults' eye movement behavior when reading word spaced and unspaced Chinese text. The results showed that interword spacing reduced children and adults' first pass reading times and refixation probabilities indicating spaces between words facilitated word identification. Word spacing effects occurred to a similar degree for both children and adults, though there were differential landing position effects for single and multiple fixation situations in both groups; clear preferred viewing location effects occurred for single fixations, whereas landing positions were closer to word beginnings, and further into the word for adults than children for multiple fixation situations. Furthermore, adults targeted refixations contingent on initial landing positions to a greater degree than did children. Overall, the results indicate that some aspects of children's eye movements during reading show similar levels of maturity to adults, while others do not. (Contains 2 tables, 6 figures, and 3 footnotes.) (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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