A Research on the Psychological Process of Reading From Information Processing Perspective.doc

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1、从信息加工角度探阅读的心理过程A Research on the Psychological Process of Reading From Information Processing PerspectiveContentsAbstract.1Introduction.2Chapter One General Survey of Reading and Information Processing Theory.31.1 The Nature of Reading. 31.1.1 A Brief History of Reading Process Research.31.1.2 The N

2、ature of Reading 41.2 Basic Concepts of Information Processing Theory. 51.2.1 Roots of Information Processing Theory. 51.2.2 Human Information Processing System. 6Chapter Two Psychological Process of Reading from Information Processing perspective.72.1 The Input of Visual Information and Sensory Reg

3、ister. 72.1.1 Basic Eye Movement in Reading. 72.1.2 Information in Sensory Resister. .82.2 Lexical Processing in Short-term Memory. 92.2.1 Characteristics of Short-term Memory. 92.2.2 Lexical Access in Short-term Memory.10Chapter Three Suggestions for Reading Improvement.103.1 Further Development of

4、 Visual Input Skills.113.1.1 Eye Movement in Speed Reading.113.1.2 Enlightenment from Speed Reading.123.2 Appropriate Integration between Visual and.13 Non-visual InformationConclusion.15References.16A Research on the Psychological Process of Reading摘 要: 阅读是人类获取信息的重要手段之一，纵观历史，为了提高人们的阅读技能，许多专家学者都对阅读进

5、行了探讨和研究。近年来，随着知识和信息的爆炸，阅读研究在语言学、心理学、教育学领域更加引起了人们的关注和重视。实质上，当一个人在阅读的时候，他是非常主动地进行了一种信息加工活动。本文旨在从信息加工的角度探讨阅读的心理过程，通过此类研究帮助人们认识到阅读不仅仅是一个语言过程，还涉及许多其他因素：记忆、加工资源、加工时间、知识结构等。在过程研究的基础上，本文将结合自己的观察、分析，提出一些建议以帮助读者提高他们的阅读技巧。论文除引言和结论共分三部分。第一章简介阅读的有关问题和信息加工理论。第二章从信息加工的角度描述阅读的心理过程。第三章就如何提高阅读提出一些建议。本文从信息加工的角度探讨了阅读的心

6、理过程，并在此基础上提出了一些提高阅读的新方法。虽然在本文中我们不可能囊括所有的细节问题，而且有些观点还不很成熟，但希望通过本文帮助读者认识到阅读不仅仅是一个语言过程，还涉及许多认知技巧和知识结构，所有这些都应引起读者的高度重视。我们希望今后能在阅读领域从该角度能有更进一步的研究以便在不远的将来提出一套提高阅读的最佳方案。关键词：信息加工 阅读 心理过程Abstract: Reading is one of the most important methods for people to gain information. Throughout history, many people hav

7、e tried to discover the psychological process of reading in order to help people develop their reading skills. Recently, with the explosion of knowledge and information, reading process research has begun to arouse more interest and attention in the field of linguistics, psychology and education. Ac

8、tually, when a person reads, he is actively processing information. This thesis aims to explore the psychological process of reading from a new perspective information processing perspective and the description will help readers realize that reading is not only a process of language, but also involv

9、es many other factors such as memory, processing time, processing resources, knowledge structure. On the basis of the process research, the paper then will propose some suggestions for readers to improve their reading skills.This paper, besides a brief introduction and a conclusion, consists of thre

10、e parts. Chapter one provides general survey of information processing theory and reading research. Chapter two describes the psychological process of reading from information processing perspective. Chapter three processes some suggestions for reading improvement.The paper has described the psychol

11、ogical process of reading from information processing perspective and put forward some new methods for reading Improvement. Although it is impossible to cover all the details and some of the ideas are still not mature, it helps us realize that reading is not only the activity of language. It also in

12、volves many cognitive skills and knowledge structures. We expect that further research will be done in the field of reading research from this perspective and thus propose a serious of perfect methods for reading improvement in the not far future.Key Words: information processing perspective reading

13、 psychological processA Research on the Psychological Process of ReadingIntroductionReading is one of the most important methods for people to gain information. Throughout history, many people have tried to discover the psychological process of reading in order to help people develop their reading s

14、kills. Recently, with the explosion of knowledge and information, reading process research has begun to arouse more interest and attention in the field of linguistics, psychology and education.Viewed historically, most of the reading research belongs to linguistics. Reading is considered as a decodi

15、ng process and the readers task is to ferry out the meaning in the language. Gradually, with the development of linguistics and psychology, people have realized that reading is not simply the activity of language, but involves many other cognitive skills and processes. Reading research has begun to

16、be carried on from more perspectives. In the 1960s, there emerged in the field of psychology a new branch-cognitive psychology, which deals with all the processes by which the sensory input is transformed, reduced, elaborated, stored, restored and used (Neisser, 1967). According to cognitive psychol

17、ogy, human cognition begins with sensory input. Then the sensory input is transformed, rehearsed, reconstructed and at last is stored for future use. Neisser, in his book Cognitive Psychology, summarized a new theory, known as information processing theory, which conceives of cognitive activity invo

18、lving a series of steps, procedures or processes that take time. The emergence of information processing theory provides a new perspective for psychologists to study mental events.The present thesis is mainly concerned with the psychological process of reading. Generally, a process usually has a beg

19、inning state, an end state and some transformation rules. With regard to reading, the beginning state includes the printed words on the page, the readers initial knowledge about the topic and language; the end state includes the new knowledge that the reader has acquired from the text; the interveni

20、ng transformations are all the process and structures that make up reading. Actually, reading is a kind of high-level mental event and is a kind of complicated information processing activity. This thesis, based on the research of all the predecessors, will explore the psychological process of readi

21、ng from this new perspective-the information processing perspective. According to information processing theory, human information processing system is mainly composed of sensory register, short-term memory, long-term memory and numerous sets of operation rules. Reading covers the whole system. The

22、written symbols are first picked up by eyes and then are stored in sensory register for a brief period of time, then the stored information is transformed to short-term memory, where most of the processing takes place. Short-term memory, like a real workbench, has a high limit of compacity. Therefor

23、e, the processed information has to be sent to long-term memory for longer storage. Once necessary, the stored information, with the other stored knowledge, will be activated again to short-term memory and helps short-term memory to process the newly coming information. After exploring the psycholog

24、ical process of reading, the paper will propose some suggestions on the basis of the process research and hope that readers may get some benefit from these suggestions in their reading practice and develop their reading skills to the greatest extent.Besides a brief introduction and a conclusion, thi

25、s thesis includes three chapters: Chapter One provides general survey of information processing theory and reading research. Chapter Two deals with the information processing theory of reading by focusing on visual and sensory register. Chapter Three puts forward some suggestions for reading improve

26、ment.Chapter OneGeneral Survey of ReadingResearch and Information Processing Theory In the 1950s, there appeared in America a cognitive revolution and soon cognitive psychology became predominant in the late 1960s.One touchstone was Ulric Neissers book: Cognitive Psychology (1967). In this book, Nei

27、sser summarized a body of work known as information processing theory, which soon became the most influential theory in the field of psychology. According to this theory, human brain is an information processing system. Reading is an information processing process unique to human beings and it invol

28、ves many cognitive skills and processes. Information processing theory makes it possible for us to study the psychological process of reading from a new perspective. In this chapter, we will first have a historical review of reading research and point out the nature of reading. Then we will introduc

29、e some basic concepts of information processing theory. To sum up, the following representation will pave the way for the research on the psychological process of reading from information processing perspective, which is the main focus of this thesis.1.1 The Nature of ReadingAlthough people have rea

30、d for 5000 years, scientific research on reading process has been concluded only during the last 100 years. Viewed historically, reading process research has undergone three periods: information transfer period, information interaction period and information transaction period. Although all these th

31、ree periods have produced many reading methods and theories, there is still no one that is accepted by all. In fact, reading is a kind of information processing activity from the printed materials to the readers mind. During this process, not only the printed material and the readers knowledge are i

32、nvolved in, but also many of the readers cognitive skills in a specific reading context.1.1.1 A Brief History of Reading Research Reading research history is only more than a hundred years. It began from the year 1876 when Emile Javal published his first paper on eye movement. Surprisingly, serious

33、attempt at building explicit models of reading process has a history of only more than thirty years. During these thirty years, reading process research may be roughly divided into three periods. The first period is information transfer period, represented by LaBerge, Samuels and Gough. This period

34、was characterized by too much emphasis on the surface structure of the material. The basic theory of this period originated from classical philology and their view on reading was that readers proceeded letter by letter to unlock sounds and combined them into words, then stringed the words into sente

35、nces. Researchers of this period believed that readers extracted meaning from print by processing the text in a linear way, permitting them to transfer the meaning from the page of print to their minds. The reader was seen as a fairly passive recipient of information and he simply decoded meaning by

36、 using the language system of lexicon, syntax and semantics. As a result, without knowing all the individual words in the text, comprehension was impossible. In their opinion, a good reader was efficient at transferring information, whereas a poor reader was not. Therefore, efficient reading was whe

37、ther the meaning extracted was the same as the author originally attempted to convey. Information transfer period is one-sided in centering exclusively on the surface of the language to the comprehended and neglecting the other factors in reading. The second period was information interaction period

38、. During the late 1960s and 1970s, some psycholinguists such as Goodman and Smith challenged the assumptions of transfer-dominated theories of reading and developed interactive theories, which placed far greater importance on the role of the reader. The research during this period stressed the impor

39、tance of the readers prior knowledge and advocated a concept-driven method of reading. In such case, reading was a psycholinguistic guessing game (Goodman, 1967). Similarly, Thomas.N.T. claimed the abilities and experimental background, including the cultural language patterns of the reader, were cr

40、ucial to reading comprehension. Besides, memory was for the first time introduced into reading process research. According to Turner, memory played an important role in reading. The reader must recall his own experiences and other relevant readings. All together, these factors resulted in comprehens

41、ion, expanding the meaning the reader was able to take from the material. The guesses about what was to be read were largely based on prior knowledge and memory experience. Therefore, the readers background knowledge had profound influence upon the meaning which readers constructed as they read a te

42、xt, leading to multiple meanings for any one text, rather than one single meaning. In this view, reading process was not simply a matter of extracting information from the text, rather it was also one in which the reader constantly made inference and conformation. Compared with information transfer

43、period, interaction period had made great improvement in the field of reading process research.On the basis of the research of the previous two periods, reading process research soon was brought to another period: information transaction period. As what has been illustrated above, reading involves t

44、he interaction of knowledge-based and text-based processes and an efficient reader must use his prior knowledge and interact it with the text so as to construct a text meaning of his own. More recently, interactive theories were extended and developed. A number of transactive theories of reading eme

45、rged. The major difference between transactive theories and interactive theories suggests that meaning is not simply in the text and the reader. Rending context also contributes a lot to the final meaning. The meaning created as readers and writers encounter texts is seen greater than the written te

46、xt or the readers prior knowledge. The theories of this period emphasize that any text has the potential to generate the construction of multiple meanings. Therefore, meaning is relative, and it depends on the transactions that take place between readers and texts in a special context. As a result,

47、readers who share a common culture and read a text in similar context will probably create similar text within their heads. However, the meaning they create will never be the same. In fact, individuals who read a known text never comprehend it in exactly the same way and any one who re-read a novel a number of times knows that each time they read it, they have seen new things. Information transaction period has realized the influence of reading context on text meaning, which the previous two periods have neglected.1.1.2 The Nature of