| In the literature,subjects had difficulty in reanalyzing NP/S and NP/Z sentences.For example,they would like to take sentence such as “the famous doctor had been drinking quite a lot.” as the object of the verb “saw” in the sentence “The Australian woman saw the famous doctor had been drinking quite a lot.”,but by the occurrence of the word “had”,the initial analysis is found to be wrong and reanalysis is triggered.Up to now,there has not been a unified conclusion on whether working memory capacity affects reanalysis processing,and the research results on whether head noun position affects reanalysis processing are not consistent.Based on this,the author took 95 sophomores from two classes of a high school in Fuzhou as the research objects.E-prime software was used to program and collect the processing data of studying working memory capacity and reanalyzing NP/S and NP/Z syntactic structures,and then statistical analysis was carried out by SPSS 21.0 two-factor variance analysis to explore the following questions:（1）Which is more difficult for high school students with different working memory capacities to reanalyze NP/S or NP/Z sentence structures?（2）Whether high school students with different working memory capacities are affected by the position of the head noun in reanalysis processing?（3）Does working memory capacity affect secondary school students’ reanalysis of NP/S or NP/Z syntactic structures?The results are as follows:（1）In experiment 1（experimental sentences include NP/S ambiguous sentences,NP/S unambiguous sentences,NP/Z ambiguous sentences and NP/Z unambiguous sentences）,with working memory capacity and syntactic structure type as independent variables,comprehension and judgment accuracy and response time as dependent variables,2x4 two-factor variance analysis was used to show that the main effect of working memory capacity on comprehension and judgment accuracy reached a significant level.The main effect of syntactic structure type also reached a significant level,indicating that the accuracy of comprehension and judgment is affected by working memory capacity and syntactic structure type.Only the data for region 2 and 3 came from populations with the same error variances,so the key regions are region 2 and region 3.The reading consumption of NP/S structure in region 2 was longer in high and low working memory capacity groups than in NP/Z structure;The average reading response time of the group with high working memory capacity was shorter than that of the group with low working memory capacity.In the group with high working memory capacity,the reading consumption in region 3 of NP/S syntactic structure was longer than that of NP/Z structure;The average response time of the group with high working memory capacity was shorter than that of the group with low working memory capacity in different syntactic structures.The main effect of working memory capacity,the main effect of syntactic structure type and the interaction effect of working memory and syntactic structure type were significant.These results indicated that the online response time of regions 2 and 3 was affected by syntactic structure type and working memory capacity,and the response time of processing NP/S syntactic structure was longer than that of NP/Z structure.In other words,the NP/S syntactic structure of high school students with different working memory capacity was more difficult to reanalyze.（2）In experiment 2（experimental sentences include NP/S recent sentences,NP/S nonrecent sentences,NP/Z recent sentences and NP/Z nonrecent sentences）,the position of the head noun in working memory capacity was taken as the independent variable,and the accuracy of comprehension and judgment and response time as the dependent variables.The results were obtained by 2x4 two-factor variance analysis: the main effect of working memory capacity on comprehension and judgment accuracy was significant.However,the interaction between working memory capacity and head noun position was not significant,indicating that different working memory capacity does not affect the comprehension of different sentences.The significant values of NP/S recent sentence and NP/S nonrecent sentence,and NP/Z recent sentence and NP/Z nonrecent sentence are higher than 0.05,indicating that in the same syntactic structure,there is no significant difference in reading comprehension judgment scores for different head noun positions.Only the data for region 3 came from populations with the same error variances,so the key region is region 3.The results showed that there was no significant interaction between working memory capacity and head noun position.The significant value of NP/S recent sentence and NP/S nonrecent sentence,and the significant value of NP/Z recent sentence and NP/Z nonrecent sentence is higher than 0.05,which did not reach the significant level,indicating that in the same syntactic structure,there was no significant difference in reading responses to different head noun positions.These results indicated that high school students with different working memory capacities were not affected by the reanalysis of head noun position.The results showed that:（1）participants in the group with high working memory capacity had higher comprehension and judgment accuracy than those in the group with low working memory capacity under either NP/S or NP/Z syntactic structure,and the online processing time was shorter than those in the group with low working memory capacity.The processing difficulty of NP/S structure was more considerable than that of NP/Z structure.（2）Working memory capacity significantly affected the reanalysis of NP/S and NP/Z syntactic structures.（3）Different working memory capacity does not affect the comprehension of NP/S or NP/Z sentences.Therefore,it is suggested that teaching in senior high school should try to:（1）help students make up for the limitation of working memory capacity,and train students’ ability to process and store information.（2）enrich teaching methods and let students master different syntactic structures. |
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