| 其他摘要 | AbstractThe cognitive processes of word recognition and its influencing factors have always been hot topics in the field of psycholinguistic. Pictures and texts are widely used to facilitate vocabulary learning. Many factors such as presentation modes, task demands and readers’ characteristics should be considered together in order to promote learning performance. However, pictures and texts are often arranged with high cognitive load regardless of their characteristics and readers’ cognitive development. In terms of the Cognitive Load Theory, optimizing presentation modes can reduce extraneous loads and promote learning in high intrinsic load tasks. Here, we explored how extraneous loads (picture-text layout and presentation duration) and intrinsic loads (familiarity) affect word recognition of adults and children with different cognitive abilities using the recognition task.This study consisted of two experiments. In Experiment 1, we explored the effect of picture-text layout (horizontal / vertical) and familiarity (high / low) on adults’ word recognition accuracy and reaction time under different stimuli presentation durations (500ms / 2000ms / 6000ms). The main results showed as follows. First, the reaction time at the horizontal layout was faster than that of vertical layout, indicated that horizontal layout can promote cognitive processing. Second, with the extension of presentation duration in the learning stage, the recognition accuracy increased significantly and the reaction time of the high-familiarity words was significantly faster than that of low-familiarity words, which showd that the word recognition performance can be improved by prolonging the presentation duration. Third, the recognition accuracy of low-familiarity words was higher than that of high-familiarity words, which verified the advantage of low-familiarity words recognition. Finally, the word recognition performance was positively correlated with cognitive ability. For example, the recognition performance was significantly related to attention in 500ms and 2000ms conditions, and significantly related to the vocabulary size and memory in 2000ms and 6000ms conditions.In order to verify the layout effect on Experiment 1, we conducted Experiment 2 to re-explored how picture-text layout and familiarity interactively affect children’s and adults’ word recognition. The results showed that, there was a prominent interaction between extraneous cognitive load (layout) and intrinsic cognitive load (familiarity) for word recognition. Both children and adults recognized the low-familiarity words more accurately at the horizontal layout, but the processing of high-familiarity words was not influenced by layout. Second, the effect of familiarity on word recognition was different for children and adults, respectively. High-familiarity words were recognized more accurately for children, while low-familiarity words were recognized more accurately for adults. Third, the vocabulary size was negatively related to processing speed for children, and the vocabulary size and cognitive ability (attention and memory) were positively related to recognition accuracy for adults.The main results of this study were as follows:(1) The presentation modes significantly affected the processing efficiency of picture-text stimuli. Horizontal layout reduced the extraneous cognitive load, helpful to improve the speed of adults’ word recognition and children’s accuracy in processing low-familiarity words. In addition, prolonging the presentation duration makes the information to be processed in depth and improve the word recognition performance.(2) Different age groups had different familiarity advantages in the recognition task. Children recognized the high-familiarity words more accurately, while adults recognized the low-familiarity words more accurately.(3) High cognitive ability promoted word recognition. As an important criterion for measuring word decoding ability, vocabulary size was not only the basis for the development of advanced cognitive abilities such as attention and memory of children in the early stages of reading development, but also had a continuous impact on word processing in the adult stage.In summary, the intrinsic and extraneous cognitive loads such as task characteristics (familiarity), readers’ characteristics (cognitive ability: vocabulary size, rapid automatized naming, attention and memory), and presentation modes (picture-text layout and presentation duration) affect vocabulary learning together. These results can verify that the Cognitive Load Theory is also applicable in the picture-text material’s design. The findings of horizontal layout could enhance information of low-familiarity words provide clear suggestions for textbooks’ picture-text arrangement and word education. |
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