Semantic and Plausibility Effects on Preview Benefit during Eye Fixations in Chinese Reading

Autor/inn/en	Yang, Jinmian; Wang, Suiping; Tong, Xiuhong; Rayner, Keith
Titel	Semantic and Plausibility Effects on Preview Benefit during Eye Fixations in Chinese Reading
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 5, S.1031-1052 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-010-9281-8
Schlagwörter	Sentences; Semantics; Eye Movements; Human Body; Chinese; Reading; Models; Experiments + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Semantik; Augenbewegung; Menschlicher Körper; China; Chinesen; Leseprozess; Lesen; Analogiemodell; Erprobung
Abstract	The boundary paradigm (Rayner, 1975) was used to examine whether high level information affects preview benefit during Chinese reading. In two experiments, readers read sentences with a 1-character target word while their eye movements were monitored. In Experiment 1, the semantic relatedness between the target word and the preview word was manipulated so that there were semantically related and unrelated preview words, both of which were not plausible in the sentence context. No significant differences between these two preview conditions were found, indicating no effect of semantic preview. In Experiment 2, we further examined semantic preview effects with plausible preview words. There were four types of previews: "identical," "related & plausible," "unrelated & plausible," and "unrelated & implausible." The results revealed a significant effect of plausibility as single fixation and gaze duration on the target region were shorter in the two plausible conditions than in the implausible condition. Moreover, there was some evidence for a semantic preview benefit as single fixation duration on the target region was shorter in the "related & plausible" condition than the "unrelated & plausible" condition. Implications of these results for processing of high level information during Chinese reading are discussed. (Contains 8 footnotes and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10