聾生與聽力正常學(xué)生語篇理解過程的認(rèn)知比較.pdf

1、聾生與昕力正常學(xué)生語篇理解過程的認(rèn)知比較摘要語篇理解已成為心理語言學(xué)、認(rèn)知科學(xué)和人工智能等多學(xué)科的熱點(diǎn)研究領(lǐng)域。該研究領(lǐng)域?qū)νС€(gè)體語篇璦解的個(gè)體麓異研究初見端倪，但尚未涉及特殊人群。瀾悉聾生闋讀理解囂難靜零質(zhì)，對特豫教育賽亟待解決的聾生瑟讀困難闖題具肖重要理論和嶷踐意義。在這一背景下，鑲者決定在譖篇層面上比較深入地探索臻生閱讀理解能力低下的認(rèn)知原因。為此，筆者以當(dāng)前諉篇理解理論為理論基磷，采靂即對磷究方法與延辯瑟答超蘧法耨結(jié)合，戳瑟攀

2、潺文教毒|秀遺鼓對照組聽力正常學(xué)生的標(biāo)準(zhǔn)，在關(guān)注語篇理解研究幼向從文本基面到情境模型轉(zhuǎn)向的基礎(chǔ)上，采取層層濺落鮑范式展開了語言發(fā)展簸全聾學(xué)生島聽力正常學(xué)嫩語篇理麓邋弦亞成分加工活動移芻疆工效聚鮑認(rèn)知磁較。論文第一部分為研究背景與蹩體構(gòu)思。筆者系統(tǒng)回顧聽力正常個(gè)體謠篇理解和聾個(gè)體閱讀研究，指出已有關(guān)于聾人閱讀研究所存在的閥題和未來研究的趨向。在此基礁土，糖出了本磷究整體梅愚。第二部分為系列實(shí)驗(yàn)研究，包括6個(gè)實(shí)驗(yàn)。實(shí)驗(yàn)1在限時(shí)呈現(xiàn)實(shí)驗(yàn)材料條

3、件下，運(yùn)用啟動技術(shù)比較7語言發(fā)展旋全聾學(xué)生災(zāi)驗(yàn)組與低予蒺3個(gè)年級孵力正常學(xué)生對照經(jīng)在匈子褒征永平上的蕊工模式耪淼王效采。結(jié)條發(fā)褒，實(shí)驗(yàn)綴在句子表征的加工模式上與對照組相腳，但在加工效果上存在顯著差距。實(shí)驗(yàn)2和實(shí)驗(yàn)3采取自定闋讀速度的按鍵反應(yīng)法分別比較了實(shí)驗(yàn)組與對照組在局部連貫承平幫文本弱顯信感闊連接靜整體連貫承平上豹差吳。發(fā)瑰，囂緩被試在囪定閱讀速度的局部連貫水平和文本明照信息間連接的整體連貫水平上的加工模式并無差異。實(shí)驗(yàn)4和實(shí)驗(yàn)S分剮

4、采取按鍵反應(yīng)對法和隈動追蹤法等郄靖毛羿究法麓延時(shí)法比較了兩類被試在背景知識參與下文本不同部分因果連接的整體連貫水平上的本論文得到教育都壤箍教育司“十蠢”特殊教育瓣研課題基金填強(qiáng)的資動((200238)AbstractAsafavoredstudyfieldofpsycholinguistics，cognitivesciencesandartificialintelligence，muchaboutdiscoursecomprehensi

5、onremainsunexploredPreliminaryresearchaboutindividualdifferencespertainingtodiscoursecomprehensionhasofferedvaluableclues，butspecialindividuals’differenceinthisrespectkeepsuntouchedIt’Sofgreatpracticalandtheoreticalsigni

6、ficancetodelveintothenatureofdeafstudents’troubleinreadingSOthatwemightsolvethisurgentprobleminspecialeducationfieldsconcemingdeafstudentsThepresentresearchfindsitswayrightheretoexplorecognitivelythereasonswhydeafstudent

7、s’showmeancomprehensioninreadingThepresentauthormainlybasesherpaperontheupdateddiscoursecomprehensiontheoryforacomparisonbetweencarefulsubdivisionsoftheprocessingmodelsandprocessingresultsinreadingofprelingualdeafstudent

8、sandhearingstudentsrespectivelykeepingitinmindthattheresearchisswervingfromtext—basedstudytosituationalmodelsinvestigationMethodologicallytheauthorcombinesonlineresearchandofflinequestion—answering，takingtheaveragereadin

9、gcomprehensionofChinesediscoursestaughtinschoolastheselectivestandardsforhearingcontrolgroupTheinitialpartprovidesaresearchframeworkfoundedonageneralretrospectivestudyaboutdiscoursecomprehensionofhearingstudentsanddeafon

10、esTheauthoralsopointsouttheprospectiveinvestigationdirectionandproblemsconcerningdeafstudents’readinghereThesecondpartiSasix—experimentresearchofwhich也efirstonewithtime—limitedexperimentalmaterials，usesprimetechniquetoco

11、mparetheprocessingmodelandresultsinsentencerepresentationofprelingualdeafstudentsandhearingstudents3gradesbeneathItdemonstratesthatthesameprocessingmodelissharedbythetwogroupsinsentencerepresentation，buttheexperimentgrou

12、pdisplaydistinctdifferencesinprocessingresultsExperiment2and3applyselfpacedpressresponsetechniquetoexplorethevariationofthetwogroupsinlocalcoherenceandglobalcoherenceandfindnosignificantunlikenessTheforthandfifthexperime

13、ntsutilizesuchaspress—responsetechniqueandeye—trackingmethodaswellastheofflineofcomprehensionquestionsansweringin麗attempttodistinguishthetwogroups’processingmodelsandabilitiesinglobalcoherencewithbackgroundknowledge，thei