阅读理解的三因素剖析：词频、语境预测性与词素位置概率
Deconstructing Reading Comprehension: Examining the Interplay of Word Frequency, Contextual Predictability, and Morpheme Position Probability
摘要: 阅读的核心目的在于理解文本信息，即实现阅读理解，这一能力在儿童的学习与发展中至关重要。本研究旨在系统探讨影响阅读理解的三个关键因素：阅读频率、语境预测性，以及词素位置概率。文章将重点分析与比较上述因素在阅读理解中的作用机制、异同点及其相互间的关联性。
Abstract: The primary goal of reading is to comprehend textual information, known as reading comprehension, an ability crucial to children’s learning and development. This study aims to systematically investigate three key factors influencing reading comprehension: reading frequency, contextual predictability, and morpheme position probability. The article will focus on analyzing and comparing the mechanisms, similarities and differences, as well as the interrelationships among these factors in reading comprehension.
文章引用：欧泽鹏, 杨美荣 (2025). 阅读理解的三因素剖析：词频、语境预测性与词素位置概率. 心理学进展, 15(12), 369-375. https://doi.org/10.12677/ap.2025.1512664

参考文献

[1] 曹海波, 兰泽波, 高峰, 于海涛, 李鹏, 王敬欣(2023). 词素位置概率在中文阅读中的作用: 词汇判断和眼动研究. 心理学报, 55(2), 159-176.
[2] 刘志方, 张智君, 潘运, 仝文, 苏衡(2017). 中文阅读中预视阶段和注视阶段内词汇视觉编码的过程特点: 来自消失文本的证据. 心理学报, 49(7), 853-865.
[3] 徐迩嘉, 隋雪(2018). 身份信息与位置信息的加工进程及语境预测性的影响. 心理学报, 50(6), 606-621.
[4] Ashby, J., Rayner, K., & Clifton, C. (2005). Eye Movements of Highly Skilled and Average Readers: Differential Effects of Frequency and Predictability. The Quarterly Journal of Experimental Psychology Section A, 58, 1065-1086.[CrossRef] [PubMed]
[5] Balota, D. A., Pollatsek, A., & Rayner, K. (1985). The Interaction of Contextual Constraints and Parafoveal Visual Information in Reading. Cognitive Psychology, 17, 364-390.[CrossRef] [PubMed]
[6] Chu, M. M. K., & Leung, M. T. (2005). Reading Strategy of Hong Kong School-Aged Children: The Development of Word-Level and Character-Level Processing. Applied Psycholinguistics, 26, 505-520.
[7] Clifton, C., Ferreira, F., Henderson, J. M., Inhoff, A. W., Liversedge, S. P., Reichle, E. D. et al. (2016). Eye Movements in Reading and Information Processing: Keith Rayner’s 40 Year Legacy. Journal of Memory and Language, 86, 1-19.[CrossRef] 
[8] Dambacher, M., Kliegl, R., Hofmann, M., & Jacobs, A. M. (2006). Frequency and Predictability Effects on Event-Related Potentials during Reading. Brain Research, 1084, 89-103.[CrossRef] [PubMed]
[9] Davis, C. J. (2001). The Self-Organising Lexical Acquisition and Recognition (SOLAR) Model of Visual Word Recognition. Dissertation Abstracts International: Section B: The Sciences and Engineering, 62, Article 594.
[10] Engbert, R., Nuthmann, A., Richter, E. M., & Kliegl, R. (2005). Swift: A Dynamical Model of Saccade Generation during Reading. Psychological Review, 112, 777-813.[CrossRef] [PubMed]
[11] Hudson, P. T. W., & Bergman, M. W. (1985). Lexical Knowledge in Word Recognition: Word Length and Word Frequency in Naming and Lexical Decision Tasks. Journal of Memory and Language, 24, 46-58.[CrossRef] 
[12] Hyönä, 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, 1430-1440.[CrossRef] 
[13] Hyönä, J., & Pollatsek, A. (1998). Reading Finnish Compound Words: Eye Fixations Are Affected by Component Morphemes. Journal of Experimental Psychology: Human Perception and Performance, 24, 1612-1627.[CrossRef] 
[14] Inhoff, A. W., & Wu, W. (2005). Word Segmentation of Overlapping Ambiguous Strings during Chinese Reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 1045-1057.
[15] Kliegl, R., Nuthmann, A., & Engbert, R. (2006). Tracking the Mind during Reading: The Influence of Past, Present, and Future Words on Fixation Durations. Journal of Experimental Psychology: General, 135, 12-35.[CrossRef] [PubMed]
[16] Kretzschmar, F., Schlesewsky, M., & Staub, A. (2015). Dissociating Word Frequency and Predictability Effects in Reading: Evidence from Coregistration of Eye Movements and EEG. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 1648-1662.[CrossRef] [PubMed]
[17] Landerl, K., Freudenthaler, H. H., Heene, M., De Jong, P. F., Desrochers, A., Manolitsis, G. et al. (2019). Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency. Scientific Studies of Reading, 23, 220-234.[CrossRef] 
[18] Lavigne, F., Vitu, F., & d’Ydewalle, G. (2000). The Influence of Semantic Context on Initial Eye Landing Sites in Words. Acta Psychologica, 104, 191-214.[CrossRef] [PubMed]
[19] Li, X., & Pollatsek, A. (2011). Word Knowledge Influences Character Perception. Psychonomic Bulletin & Review, 18, 833-839.[CrossRef] [PubMed]
[20] Ma, G., & Li, X. (2015). How Character Complexity Modulates Eye Movement Control in Chinese Reading. Reading and Writing, 28, 747-761.[CrossRef] 
[21] McBride-Chang, C., Cho, J., Liu, H., Wagner, R. K., Shu, H., Zhou, A. et al. (2005). Journal of Experimental Child Psychology, 92, 140-160.[CrossRef] [PubMed]
[22] McClelland, J. L., & Rumelhart, D. E. (1981). An Interactive Activation Model of Context Effects in Letter Perception: I. An Account of Basic Findings. Psychological Review, 88, 375-407.[CrossRef] 
[23] Monsell, S., Doyle, M. C., & Haggard, P. N. (1989). Effects of Frequency on Visual Word Recognition Tasks: Where Are They? Journal of Experimental Psychology: General, 118, 43-71.[CrossRef] 
[24] O’Regan, J. K., & Jacobs, A. M. (1992). Optimal Viewing Position Effect in Word Recognition: A Challenge to Current Theory. Journal of Experimental Psychology: Human Perception and Performance, 18, 185-197.[CrossRef] 
[25] Perea, M., & Lupker, S. J. (2003). Transposed-Letter Confusability Effects in Masked Form Priming. In S. Kinoshita & S. J. Lupker (Eds.), Masked Priming: The State of the Art (pp. 97-120). Psychology Press.
[26] Perfetti, C. A. (1985). Reading Ability. Oxford University Press.
[27] Perfetti, C. A. (2007). Reading Ability: Lexical Quality to Comprehension. Scientific Studies of Reading, 11, 357-383.[CrossRef] 
[28] Rayner, K. (1998). Eye Movements in Reading and Information Processing: 20 Years of Research. Psychological Bulletin, 124, 372-422.[CrossRef] [PubMed]
[29] Rayner, K. (2009). The 35th Sir Frederick Bartlett Lecture: Eye Movements and Attention in Reading, Scene Perception, and Visual Search. Quarterly Journal of Experimental Psychology, 62, 1457-1506.[CrossRef] [PubMed]
[30] Rayner, K., & Duffy, S. A. (1986). Lexical Complexity and Fixation Times in Reading: Effects of Word Frequency, Verb Complexity, and Lexical Ambiguity. Memory & Cognition, 14, 191-201.[CrossRef] [PubMed]
[31] Rayner, K., & Well, A. D. (1996). Effects of Contextual Constraint on Eye Movements in Reading: A Further Examination. Psychonomic Bulletin & Review, 3, 504-509.[CrossRef] [PubMed]
[32] Rayner, K., Binder, K. S., Ashby, J., & Pollatsek, A. (2001). Eye Movement Control in Reading: Word Predictability Has Little Influence on Initial Landing Positions in Words. Vision Research, 41, 943-954.[CrossRef] [PubMed]
[33] Rayner, K., Reichle, E. D., Stroud, M. J., Williams, C. C., & Pollatsek, A. (2006). The Effect of Word Frequency, Word Predictability, and Font Difficulty on the Eye Movements of Young and Older Readers. Psychology and Aging, 21, 448-465.[CrossRef] [PubMed]
[34] Schotter, E. R., Angele, B., & Rayner, K. (2012). Parafoveal Processing in Reading. Attention, Perception, & Psychophysics, 74, 5-35.[CrossRef] [PubMed]
[35] Schotter, E. R., Lee, M., Reiderman, M., & Rayner, K. (2015). The Effect of Contextual Constraint on Parafoveal Processing in Reading. Journal of Memory and Language, 83, 118-139.[CrossRef] [PubMed]
[36] Schustack, M. W., Ehrlich, S. F., & Rayner, K. (1987). Local and Global Sources of Contextual Facilitation in Reading. Journal of Memory and Language, 26, 322-340.[CrossRef] 
[37] Sereno, S. C., & Rayner, K. (2000). The When and Where of Reading in the Brain. Brain and Cognition, 42, 78-81.[CrossRef] [PubMed]
[38] Sereno, S. C., & Rayner, K. (2003). Measuring Word Recognition in Reading: Eye Movements and Event-Related Potentials. Trends in Cognitive Sciences, 7, 489-493.
[39] Taft, M. (2004). Morphological Decomposition and the Reverse Base Frequency Effect. The Quarterly Journal of Experimental Psychology Section A, 57, 745-765.[CrossRef] [PubMed]
[40] White, S. J., Rayner, K., & Liversedge, S. P. (2005). The Influence of Parafoveal Word Length and Contextual Constraint on Fixation Durations and Word Skipping in Reading. Psychonomic Bulletin & Review, 12, 466-471.[CrossRef] [PubMed]
[41] Yan, M., & Pan, J. E. (2023). Joint Effects of Individual Reading Skills and Word Properties on Chinese Children’s Eye Movements during Sentence Reading. Scientific Reports, 13, Article No. 14754.[CrossRef] [PubMed]