| This study focuses on the role of readers’ world knowledge and semantic relevance between the pre-critical and post-critical words in the text during Chinese reading comprehension.Using the semantic violation paradigm of eye movement technique to explore the cognitive processes behind reading comprehension in children aged 10-12.There are four kinds of experimental sentences with four condition,which were relevant consistent and relevant inconsistent condition;irrelevant consistent and irrelevant inconsistent condition.It turns out that,children and adults had longer reading time under inconsistent conditions in gaze duration,but children’s this effect was only found when the pre-critical and post-critical words were semantically related.The semantic relevance between the text content could affect the children’s reading comprehension.In the process of repairing wrong or uncertain information reflected by the second reading time,go path reading time and the total fixation duration time of the pre-critical region,both children and adults showed differences,but compared with adults,children had longer rereading time on processing inconsistent content.This showed that children need more time to repair inconsistent content.In addition,because of priming or anticipation,adults could extract the semantic information of words more quickly.However,children’s attention to relevant information showed differences in the total reading time of the pre-critical region.The results show that both children and adults can extract the world knowledge instantaneously in the process of reading Chinese sentences.The time process of semantic relevance information is different between the two groups,children’s ability to extract semantic relevant information in the integration of sentences did not develop to the adult level.The current results also provide evidence for the development of lexical quality hypothesis models in Chinese reading comprehension. |
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