COMPREHENSION OF WORDS AND PICTURES

文字和图片的理解

• 批准号: 2247623
• 负责人: MARY C POTTER
• 金额: $ 17.04万
• 依托单位: MASSACHUSETTS INSTITUTE OF TECHNOLOGY
• 依托单位国家: 美国
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-08-01 至 1997-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2247623
• 关键词: attention; biological information processing; cognition; concept; human subject; perception; psycholinguistics; reading; short term memory; speech; stimulus /response

A major theoretical question in cognition is how contextual information is brought to bear in identifying spoken and written words and objects. We propose to investigate the interaction of context and stimulus information in perception and immediate memory for words at four sequential points in processing, each reflected in a particular paradigm. These are: (1) an early stage of perception, sensitive to repetition blindness; (2) a somewhat later stage involving selection of one perceived word from several possible word candidates activated by that stimulus, when nonword conversion may occur; (3) a subsequent stage at which, if two words have been perceived at or near the same time and are competing for a single slot in a sentence, attentional priority is allocated to one, as in double-word selection; and (4) a short-term memory phase in which a conceptual representation of a sentence or sentence fragment tunes the meaning of words, leading to primed lexical intrusions in short-term recall. These four stages or levels serve as an initial framework for testing a modular interactive model of word identification. Three questions addressed in the proposed research are the time course of context effects, and in particular the time period over which a stimulus remains malleable and subject to reinterpretation after it has been presented; what contextual factors a given level is sensitive to; and whether more standard on-line tasks, lexical decision and naming, provide converging evidence for the model we are developing. Nineteen studies are proposed, some of which use pictured objects to investigate differences between conceptual and lexical processing. The long-range scientific significance of the work derives from the central role that written and spoken language plays in human cognition. The practical significance of the proposed work lies in the importance of understanding in detail the process of reading and language comprehension, in order to place the teaching of reading and the use of written communication on a rational scientific foundation.

认知中的一个主要理论问题是上下文信息是如何产生的 用于识别口头和书面文字和物体。 我们 提议研究背景和刺激信息的相互作用 在四个连续点的单词的感知和即时记忆 处理，每个都反映在一个特定的范式中。 它们是：(1) 感知早期，对重复盲敏感； (2) 一个 稍后的阶段涉及从几个单词中选择一个感知到的单词 当非单词时，可能被该刺激激活的候选单词 可能会发生转换； (3) 后续阶段，如果两个单词有 同时或接近同一时间被感知并且正在争夺单个位置 在一个句子中，注意力优先级分配给一个，如双词 选择； （4）短期记忆阶段，其中概念 句子或句子片段的表示调整了含义 单词，导致短期记忆中的词汇侵入。 这些 四个阶段或级别作为测试模块化的初始框架 词识别的交互模型。 拟议研究中解决的三个问题是 背景效应，特别是刺激发生的时间段 仍然具有可塑性，并且在被重新解释之后 提出；给定级别对哪些上下文因素敏感；和 是否提供更标准的在线任务、词汇决策和命名 我们正在开发的模型的汇聚证据。 十九项研究是 提出，其中一些使用图片对象来调查差异 概念处理和词汇处理之间。 这项工作的长期科学意义源于中心 书面语言和口语在人类认知中发挥的作用。 这 拟议工作的实际意义在于 详细了解阅读和语言理解的过程， 为了将阅读教学和书面运用 建立在合理科学基础上的沟通。