Adolescent Discourse Comprehension Category Alleged Object Extracted Psychological Mechanism

The goal of the reading comprehension is to construct the coherent representation of discourse. The readers need to integrate the current linguistic input and their associated world knowledge. The device for constructing discourse representation is anaphoric expression, such as pronoun, reflexive and categorical expression. Two experiments were conducted to investigate the activation or suppression of the referents after the participants encountered the anaphor. We investigated three participant groups, they are junior high school students, senior high school students and college students, their working memory capacity was classified into high and low groups.18 high level categorical concepts were selected to constructing 18 discourses. The structure of these discourses is as following: the first sentence includes a high-level categorical noun phrase; the second sentence includes two category members (samples); the third sentence includes a middle level noun phrase ( anaphoric expression referred to the category members or not); and the last sentence includes the second mentioned the category member (either of the antecedents or neither of them).In experiment l,each participant group includes 18 students, they were respectively junior school students, senior high school students and college student, using naming task to explore the activation and suppression during accessing the referents through analyzing the naming latency. In experiment 2, there were also three grade groups and 18 students in each group, the ASL Model504 eye tracker was used to investigate the activation and suppress of the referents.The findings are the followings:With the development of the participants, they can access more information in a certain time during reading discourse, their reading ability improved and the comprehension ability of the categorical concepts was improved as well.During the anaphor resolution, the referents of the anaphor were activated and the nonreferents were suppressed, all participants can activate the referentswell, but only the college participants can suppress the nonrefernts well. Activation is a immediate and continued spreading process, while suppression is a complicated one, it relied on the individual ability of the reader, such as the grade and the working memory capacity.High working memory readers could activate referent and suppress the nonreferent more effectively. Participants with low working memory capacity tended to immediately resolute the anaphor, while high working memory capacity ones tended to resolute it in the integration process. They also co"ld activatereferent and suppress the nonreferent more effectively.