Kaakinen, Hyona,& Keenan, ) 2) Hyona, Lorch, & Kaakinen, 2002 e.g., Hyona & Olson, 1995; McConkie, K

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1 Chinese Journal of Psychology 2005, Vol. 47, No. 4, hwawei@cc.ncu.edu.tw word cognition Adams, 1990; Perfetti, 1985 Morris & Williams, 2003 processing model Reichle, Pollatsek, Fisher, & Rayner, 1998 Rayner & Juhasz, 2004 Ko & Tzeng, 2000 word boundary 1998 Inhoff, Liu, & Tang, 1999 Yang & McConkie, 1999 NSC S

2 Kaakinen, Hyona,& Keenan, ) 2) Hyona, Lorch, & Kaakinen, 2002 e.g., Hyona & Olson, 1995; McConkie, Kerr, Reddix, & Zola, 1989; Rayner & Duffy, 1986; Schmauder, Morris, & Poynor, 2000 content word function word Carpenter & Just, 1983

3 Dell OptiPlex Gx260 EyeLink II SAMSUNG SyncMaster 191N 250HZ velocity 30 deg/sec acceleration 8000 deg/sec 2 CPM characters per minute FD fixation duration FD FFD forward fixation duration BFD backward fixation duration FFD FFD FSL forward saccade length pixel 6 1. CPM FFD first reading FFD 100ms 1000ms FFD FSL FFD (200.44) (23.00) 226 (34.00) 2.9 (.71) 2.9 (0.83)

4 Y X Y Kaakinen et al.,

5 ) 2) 1998 t t (1542) = 1.10, SE = 1.48, p = CPM FD FD FFDBFD BFD re-fixation FD non-refixation FD Rayner, ) 2)

6 386 CPM SD = CPM SD = t(14) = 3.61, SE = 37.96, p <.01 MFD FFD t (14) = 3.63; 3.41, SE = 2.96; 4.27, p <.01 t (14) = 1.22; -.02; 1.12, SE = 4.64; 4.99; 4.84, p >.01 p <.05 p <.01 M SD M SD N M SD M SD t (14) SE ** * ** ** ** % % ** 0.03 *p <.05, **p <.01.

7 387 first gaze Rayner, Warren, Juhasz, & Livesedge, 2004; Starr, & Inhoff, return gaze p p.05 / 11 function word content word 1992 Rayner, 1998; Williams & Morris, % 67% Just Carpenter % 50 1/44 2/ 3/ 4/ 5/ 9/ 6/ 7/ 8/ 136/ / 136/ /

8 388 60% = ; 35.32, df = 11, p.001 (%) (%) % of Total (%) (%) % of Total Total (%) (%) % of Total (%) (%) % of Total Total

9 389 p.05 p.05 p <.05 p <.05 p <.05 2 = , df = 1, p < = 1.21, df = 1, p >.05 F (11,923) = 4.92, MSE = 5.12, p <.01 F (11,683) = 1.92, MSE = 10.46, p <.05 (%) (%) % of Total (%) (%) % of Total Total (%) (%) % of Total (%) (%) % of Total Total

10 390 N N M SD M SD N N M SD M SD N N M SD M SD N N M SD M SD F (10, 695) = 1.29, MSE = 13.71, p <.05; F (10,544) = 1.76, MSE = 1.76, p <.05 F (11,933) = 0.78, MSE = 10.27; F (11,543) = 0.91, MSE = 16.14, p >.05 F (10,712) = 1.08, MSE = 15.90; F (10,403) =.74, MSE = 22.53, p >.05 F (2,932) = 17.99, MSE = 5.15; F (2, 692) = 3.15, MSE = 10.50, p <.05 F (1, 704) =.08, MSE = 2.55; F (1,541) = 3.15, MSE = 4.10, p >.05 F (2,942) =.08, MSE = 4.39; F (2,552) = 1.13, MSE = 16.12, p >.05 F (1, 720) = 2.20, MSE = 4.55, F (1,411) = 1.49, MSE = 7.10, p >.05

11 FD FFD 52% 67% Carpenter & Just, 1983; Rayner & Duffy, 1986 Rayner, Juhasz, & Clifton, 2003 McConkie & Rayner, 1975

12 392 Grasser, Singer, & Trabasso, 1994; Zwaan, Magliano, & Grasser, 1995 F (7, 110) = 4.06, MSE =.47, p <.01 93% 52% Cook Mayer 1988 t =.239, p >.05 t.61; -.83;.91, p.05 Just Carpenter 1980 processing model CKIP Adams, M. J. (1990). Beginning to read: Thinking and learning about. Cambridge, Massachusetts: MIT

13 393 Press. Carpenter, P. A., & Just, M. A. (1983). What your eyes do while your mind is reading. In K. Rayner (Ed.), Eye movements in reading: perceptual and language processes (pp ). New York: Academic Press. Cook, L. K., & Mayer, R.E. (1988). Teaching readers about the structure of scientific text. Journal of Eduational Psychology, 80, Greasser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, Hyona, J., M., Lorch, R. F., & Kaakinen, J. K. (2002). Individual differences in reading to summarize expository text: Evidence from eye fixation patterns. Journal of Educational Psychology, 94, Hyona, J., & Olson, R. K. (1995). Eye fixation patterns among dyslexic and normal readers: Effects of word length and word frequency. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, Inhoff, A. W., Liu, W., & Tang, Z. (1999). Use of prelexical and lexical information during reading Chinese sentence reading: Evidence form eye movement studies. In J. Wang, A. W. Infoff, & et al. (Eds.), Reading Chinese script: A cognitive analysis (pp ). Mahwah, NJ: Lawrence Erlbaum Associates. Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, Kaakinen, J. K., Hyona, J., & Keenan, J. M. (2003). How prior knowledge, WMC, and relevance of information affect eye fixations in expository text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, Ko, H., & Tzeng, O. (2000). Learning to read Chinese: What role does the phonemic awareness play in a script of opaque speech. In W. Bright, B. Kachru, and C. W. Kim (Eds.), Studies in the linguistic sciences, 30, McConkie, G. W., Kerr, P. W., Reddix, M. D., & Zola, D. (1989). Eye movement control during reading: II. Frequency of refixating a word. Perception & Psychophysics, 46, McConkie, G. W. & Rayner, K. (1975). The span of the effective stimulus during a fixation in reading. Perception & Psychophysics, 17, Morris, R. K., & Williams, R. S. (2003). Bridging the gap between old and new: Eye movement and vocabulary acquisition in reading. In J. Hyona, R. Radach, & H. Deubel (Eds.), The mind s eye: Cognitive and applied aspects of eye movement research (pp ). Amsterdam: Elsevier Science. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press. Rayner, K. (1998). Eye movements in reading and information processing: 20 Years of research. Psychological Bulletin, 24, Rayner, K., & Duffy, S. A. (1986). Lexical complexity and fixation times: effects of word frequency, verb complexity, and lexical ambiguity. Memory & Cognition, 14, Rayner, K., Juhasz, B. J., & Clifton, C. J. (2003). Inhibition o f saccade return in reading. Vision Research, 43, Rayner, K., & Juhasz, B. J. (2004). Eye movement in reading: Old questions and new directions. European Journal of Cognitive Psychology, 16, Rayner, K., Warren, T., Juhasz, B. J., & Livesedge, S. P. (2004). The effect of plausibility on eye movement in reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, Reichle, E. D., Pollatsek, A., Fisher, D. L., & Rayner, K. (1998). Toward a model of eye movement control in reading. Psychological Review, 105, Schmauder, A. R., Morris, R. K., & Poynor, D. V. (2000). Lexical processing and text integration of function and content words: Evidence from priming and eye fixations. Memory & Cognition, 28, Starr, M. S. & Inhoff, A. W (2004). Attention allocation to the right and left of a fixated word: Use of orthographic information fromultiple word during reading. European Journal of Cognitive Psychology, 16,

14 394 Williams, R. S., & Morris, R. K. (2004). Eye movements, word familiarity, and vocabulary acquisition. European Journal of Cognitive Psychology, 16, Yang, H., & McConkie, G. W. (1999). Reading Chinese: Some basic eye movement characteristic. In J. Wang, A. W. Inhoff, & et al. (Eds.), Reading Chinese script: A cognitive anaylsis. (pp ). Mahwah, NJ: Lawrence Erlbaum Associates. Zwaan, R. A., Magliano, J. P., & Graesser, A. C. (1995). Dimensions of situation model construction in narrative comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21,

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17 184 Q 187 Q

18 398 Frequency Effect, Word Class and Eye Movements: Evidence from Text Reading Hwa-Wei Ko, Ming-Lei Chen, and Chia-Ning Liao National Central University, Graduate Institute of Learning and Instruction Eye movement pattern has shown how words are identified in reading. The purpose of the present study was twofold: (a) to examine the influence of word frequency and word class while online reading Chinese, (b) to explore the eye movement pattern during text reading process. The results have shown in expository text reading, there was word frequency effect and word class effect on fixation duration and fixation pattern. However, there were no frequency and word class effect in narrative text reading. The results are discussed in the light of a processing model. Keywords: word frequency, word class, eye movements, text reading, expository text, narrative text

ARCLE No.2

ARCLE No.2 The Relationship between Alphabetical Knowledge and Phonological Awareness among Elementary School Children Mitsue ALLEN-TAMAI Chiba University Abstract This study investigates the effect of teaching the