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首页> 外文期刊>The quarterly journal of experimental psychology: QJEP >Is children's reading 'good enough'? Links between online processing and comprehension as children read syntactically ambiguous sentences
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Is children's reading 'good enough'? Links between online processing and comprehension as children read syntactically ambiguous sentences

机译：孩子们的阅读是否足够好？当孩子阅读句法上模棱两可的句子时，在线处理与理解之间的联系

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摘要

We monitored 8- and 10-year-old children's eye movements as they read sentences containing a temporary syntactic ambiguity to obtain a detailed record of their online processing. Children showed the classic garden-path effect in online processing. Their reading was disrupted following disambiguation, relative to control sentences containing a comma to block the ambiguity, although the disruption occurred somewhat later than would be expected for mature readers. We also asked children questions to probe their comprehension of the syntactic ambiguity offline. They made more errors following ambiguous sentences than following control sentences, demonstrating that the initial incorrect parse of the garden-path sentence influenced offline comprehension. These findings are consistent with "good enough" processing effects seen in adults. While faster reading times and more regressions were generally associated with better comprehension, spending longer reading the question predicted comprehension success specifically in the ambiguous condition. This suggests that reading the question prompted children to reconstruct the sentence and engage in some form of processing, which in turn increased the likelihood of comprehension success. Older children were more sensitive to the syntactic function of commas, and, overall, they were faster and more accurate than younger children.
机译：我们在监视8岁和10岁儿童的眼球运动时，读取了包含暂时句法歧义的句子，以获取他们在线处理的详细记录。儿童在在线处理中表现出经典的花园路径效果。相对于包含逗号以阻止歧义的控制语句，歧义消除后，他们的阅读受到了干扰，尽管干扰发生的时间比成熟读者预期的要晚。我们还询问了孩子一些问题，以探讨他们对离线句法歧义的理解。他们对模棱两可的句子所犯的错误要比对控制句子所犯的错误要多，这表明花园路径句子的最初错误解析会影响离线理解。这些发现与在成年人中看到的“足够好”的加工效果是一致的。虽然通常更快的阅读时间和更多的回归与更好的理解能力相关，但花更长的时间阅读问题尤其是在模棱两可的情况下预测了理解能力的成功。这表明阅读问题会促使儿童重新构建句子并进行某种形式的处理，这反过来又增加了理解成功的可能性。大一点的孩子对逗号的句法功能更敏感，总的来说，他们比小孩子更快，更准确。

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