許潔 王豪龍
[摘 要] 借助眼動(dòng)跟蹤技術(shù)與方法,可對(duì)閱讀行為中的認(rèn)知加工、心理因素等進(jìn)行數(shù)據(jù)捕捉與分析。有關(guān)閱讀行為的眼動(dòng)跟蹤研究歷史起源于西方,近年來(lái)國(guó)內(nèi)相關(guān)研究數(shù)量逐漸增多并取得了一定進(jìn)展,本文在對(duì)中外有關(guān)閱讀行為的眼動(dòng)研究文獻(xiàn)進(jìn)行梳理基礎(chǔ)上,綜述了眼動(dòng)跟蹤技術(shù)與方法在閱讀行為研究中的應(yīng)用,從工具、指標(biāo)、方法與模型等方面對(duì)已有研究進(jìn)行評(píng)述,并從眼動(dòng)研究方面總結(jié)出影響閱讀行為的因素以及閱讀眼動(dòng)研究的應(yīng)用方向,闡釋眼動(dòng)跟蹤在閱讀中的應(yīng)用現(xiàn)狀,對(duì)閱讀行為眼動(dòng)研究的前沿方向以及發(fā)展趨勢(shì)進(jìn)行展望,并據(jù)此提出基于閱讀眼動(dòng)跟蹤研究的模型。
[關(guān)鍵詞] 閱讀行為 眼動(dòng)研究 眼動(dòng)跟蹤 眼動(dòng)模型 閱讀行為特征
[中圖分類號(hào)] G237[文獻(xiàn)標(biāo)識(shí)碼] A[文章編號(hào)] 1009-5853 (2020) 02-0052-15
[Abstract] With the help of eye tracking technology and methods, data capture and analysis can be performed on cognitive processing and psychological factors in reading behavior. The history of eye tracking research on reading behavior originates from the West. In recent years, the number of related domestic research has gradually increased and some progress has been made. Based on a review of eye tracking research literature on reading behavior both China and abroad, this article reviews the application of eye tracking technology and methods in reading behavior research, from tools, indicators, methods and models, and summarizes the factors affecting reading behavior and the application direction of reading eye tracking research from the aspect of eye tracking research. The application status of eye tracking in reading was explained, the frontier direction and development trend of reading behavior eye tracking research were discussed, and a model based on reading eye tracking research was proposed accordingly.
[Key words] Reading behavior Eye tracking studies Eye tracking Eye tracking model Reading behavior characteristics
1 引 言
視覺(jué)是人類獲取和處理信息的重要渠道,其捕捉了80%—90%的外界信息,對(duì)于眼動(dòng)的研究被認(rèn)為是視覺(jué)信息加工研究中最有效的方法[1]。眼動(dòng)跟蹤技術(shù)最初應(yīng)用于生理學(xué)與心理學(xué)的研究,借助必要的觀察與記錄方法,記錄人在特定環(huán)境下眼睛的運(yùn)動(dòng)數(shù)據(jù),從而結(jié)合環(huán)境、心理等多重因素對(duì)其進(jìn)行心理與生理的分析, 相比于傳統(tǒng)的基于問(wèn)卷調(diào)查或者現(xiàn)場(chǎng)觀察的研究方法,眼動(dòng)跟蹤技術(shù)提供了更加精確有效的方法支撐,可以對(duì)閱讀者進(jìn)行全方位的閱讀與認(rèn)知心理的分析,更加科學(xué)地解釋閱讀者在閱讀過(guò)程中的認(rèn)知變化過(guò)程以及心理變化形式。
19世紀(jì)法國(guó)的拉馬爾(Lamare)等最先著手對(duì)閱讀眼動(dòng)跟蹤的研究[2],早期的研究主要關(guān)注眼動(dòng)跟蹤中與閱讀行為相關(guān)的一些基本現(xiàn)象,之后許多學(xué)者開(kāi)始關(guān)注眼動(dòng)跟蹤實(shí)驗(yàn)中的一些重要特征以及與閱讀認(rèn)知加工之間的關(guān)系[3][4][5]。有學(xué)者歸納分析了國(guó)外的眼動(dòng)研究,認(rèn)為早期研究階段為19世紀(jì)70年代到20世紀(jì)20年代,該階段主要對(duì)眼動(dòng)基本特征以及新技術(shù),如知覺(jué)廣度(the span of recognition)、視覺(jué)控制技術(shù)(narrowed visual field size technique)等進(jìn)行探討[6];20世紀(jì)20年代到60年代末,行為主義的興起使對(duì)人認(rèn)知過(guò)程的研究受到普遍質(zhì)疑,相關(guān)研究較少[7];20世紀(jì)70年代至今是閱讀眼動(dòng)研究的發(fā)展期,該時(shí)期的相關(guān)研究不僅詳細(xì)記錄了各種眼動(dòng)軌跡系統(tǒng)的特征,還改進(jìn)了眼動(dòng)資料的分析方法,計(jì)算機(jī)技術(shù)被大量運(yùn)用于眼動(dòng)分析,推動(dòng)了閱讀眼動(dòng)跟蹤研究的發(fā)展[8][9][10][11][12][13]。
對(duì)漢字閱讀眼動(dòng)的研究起步較晚,其中一個(gè)主要原因是以表意為主的漢字與以表音為主的英文字母存在很大的差別[14],以英文為閱讀材料的眼動(dòng)跟蹤研究結(jié)果不一定完全適用于漢字,因此相關(guān)研究需在已有基礎(chǔ)上進(jìn)行變通與創(chuàng)新。閻國(guó)利、白學(xué)軍對(duì)漢字閱讀的眼動(dòng)研究進(jìn)行了劃分:早期研究集中于20世紀(jì)20年代到30年代,該時(shí)期的眼動(dòng)研究主要借助于國(guó)外眼動(dòng)儀設(shè)備,實(shí)驗(yàn)對(duì)象均為國(guó)外中國(guó)留學(xué)生,實(shí)驗(yàn)內(nèi)容多為探究中英文閱讀的差異性以及中文不同文體的閱讀眼動(dòng)差異,代表成果是沈有乾與邁爾斯(Miles)于1925年和1927年利用照相記錄法進(jìn)行的兩次中文閱讀眼動(dòng)實(shí)驗(yàn)[15][16];第二階段為20世紀(jì)40年代到70年代的中期研究,該時(shí)期的研究主要為國(guó)外研究者設(shè)計(jì)的對(duì)包括漢語(yǔ)在內(nèi)的不同語(yǔ)言閱讀的眼動(dòng)研究,例如格雷(Gray)對(duì)讀者閱讀14種不同語(yǔ)言時(shí)的眼動(dòng)進(jìn)行的比較研究[17];第三階段的研究興起于20世紀(jì)80年代,該時(shí)期由于國(guó)際交流增多、計(jì)算機(jī)輔助技術(shù)的進(jìn)步,對(duì)中文的眼動(dòng)研究數(shù)量和質(zhì)量都有所提高[18]。
通過(guò)控制文本顯示窗口的大小,研究者可以方便地研究實(shí)驗(yàn)者閱讀的知覺(jué)廣度以及閱讀能力、材料難易程度等。
3.2.3 移動(dòng)遮蔽法
移動(dòng)掩蔽法是雷納和伯特拉(Bertera)為研究中央凹視覺(jué)區(qū)在閱讀中的作用而設(shè)計(jì)的[51]。該方法可以看作是窗口法的反向操作,即被試者注視點(diǎn)所在區(qū)域的文本被符號(hào)或相似文本遮蔽不予顯現(xiàn),而注視點(diǎn)之外區(qū)域的文本則可以正常顯示,即被試者注視點(diǎn)所到之處文本即被遮蔽。通過(guò)該方法,研究者可以更清晰地探究眼球中央凹視覺(jué)區(qū)對(duì)閱讀的重要作用以及遮蔽范圍大小對(duì)被試者閱讀的影響。
3.2.4 邊界法
邊界法是雷納為研究副中央凹視覺(jué)區(qū)域的信息線索對(duì)閱讀的影響而設(shè)計(jì)的[52]。該方法的操作方式為:在注視點(diǎn)右側(cè)選擇一個(gè)目標(biāo)刺激位置,在目標(biāo)刺激位置左側(cè)設(shè)置一個(gè)邊界,并且該邊界不在顯示器上顯示,當(dāng)被試者注視點(diǎn)仍停留在邊界外時(shí),預(yù)示刺激顯示,當(dāng)被試者注視點(diǎn)越過(guò)邊界時(shí),目標(biāo)刺激立即取代預(yù)示刺激。該方法目的是為了研究被試者能否從副中央凹區(qū)域獲取有關(guān)文本的部分信息,如形狀、意義、結(jié)構(gòu)等,并且該種方式不會(huì)對(duì)被試者閱讀產(chǎn)生影響。
3.2.5 消失文本法
雷納、利沃塞吉(Liversedge)等為考察讀者在閱讀過(guò)程中信息的提取時(shí)間,設(shè)計(jì)了消失文本法[53]。該方法的操作方式為:當(dāng)讀者開(kāi)始注視某一個(gè)字符或詞語(yǔ)時(shí),經(jīng)過(guò)一定時(shí)間,該注視點(diǎn)處的字符或詞語(yǔ)便會(huì)自動(dòng)消失,當(dāng)下一次注視開(kāi)始時(shí),之前消失的字符或詞語(yǔ)又會(huì)重新顯現(xiàn)。該方法的目的是為了探究注視時(shí)間對(duì)被試者閱讀的影響程度,如果某個(gè)字符或詞語(yǔ)在顯示一段時(shí)間后消失,如果不影響閱讀,則說(shuō)明被試者對(duì)該字符或詞語(yǔ)的注視時(shí)間小于或等于持續(xù)時(shí)間,反之則相反。
3.3 研究模型
隨著眼動(dòng)跟蹤設(shè)備以及統(tǒng)計(jì)分析工具的不斷發(fā)展,研究者可以借助越來(lái)越先進(jìn)的設(shè)備收集各項(xiàng)眼動(dòng)數(shù)據(jù),但是仍然無(wú)法解釋清楚閱讀視覺(jué)系統(tǒng)與知覺(jué)加工系統(tǒng)之間的聯(lián)系。研究者發(fā)現(xiàn)二者存在相互作用,但是其具體的運(yùn)作機(jī)制以及作用路徑仍然不得而知,為此不同的研究者提出了不同的理論模型,借以闡釋其中原理。其較有代表性的如下。
3.3.1 視覺(jué)緩沖加工模型(Vision Buffer Processing Model)
視覺(jué)緩沖加工模型由布爾納(Bulna)與德夫古德(Devgood)于1974年提出,該模型主要觀點(diǎn)為:讀者在閱讀過(guò)程中,其眼睛是按照固定的速度移動(dòng)的,文章不同部位注視點(diǎn)時(shí)間的長(zhǎng)短與文章的難易程度之間并沒(méi)有任何關(guān)系,文章的難易程度只與總閱讀時(shí)間有關(guān)[54]。讀者在閱讀過(guò)程中,有時(shí)候盡管注視點(diǎn)已經(jīng)轉(zhuǎn)移到文章的其他部分,但大腦仍需處理前期閱讀信息,閱讀信息的增加會(huì)影響閱讀速度,但是并不能據(jù)此判斷該區(qū)域文章的難易程度影響了讀者的閱讀速度,而文章難易程度只會(huì)影響讀者的總閱讀時(shí)長(zhǎng),即否認(rèn)眼動(dòng)系統(tǒng)與認(rèn)知系統(tǒng)之間存在聯(lián)系。但是后來(lái)的諸多研究發(fā)現(xiàn),注視時(shí)間的長(zhǎng)短的確與文章的難易程度存在聯(lián)系,眼動(dòng)系統(tǒng)與認(rèn)知系統(tǒng)存在密切的關(guān)聯(lián),因此該理論模型逐漸被研究者拋棄。
3.3.2 “聚光燈”模型(“Spotlight” Model)
“聚光燈”模型是麥康基于1979年提出的,他構(gòu)建了一個(gè)類似于“聚光燈”的注意力機(jī)制模型,并且認(rèn)為該“聚光燈”會(huì)伴隨閱讀內(nèi)容進(jìn)行運(yùn)動(dòng),如果遇到無(wú)法理解的部分時(shí),該機(jī)制便會(huì)將相應(yīng)的信息發(fā)給眼動(dòng)系統(tǒng),由眼動(dòng)系統(tǒng)決定眼球的最終運(yùn)動(dòng)位置與移動(dòng)時(shí)間[55]。
3.3.3 莫里森的加工模型(Morrisons Processing Model)
莫里森(Morrison)在上述理論模型的基礎(chǔ)之上,于1984年提出了一個(gè)新的眼動(dòng)加工模型,用以解釋眼動(dòng)加工過(guò)程,該模型仍然將注意機(jī)制看作一個(gè)聚光燈,但是其具體的運(yùn)作過(guò)程又存在區(qū)別。該理論模型認(rèn)為促使眼睛轉(zhuǎn)向下一個(gè)注視區(qū)域的主要力量是注意機(jī)制對(duì)前一個(gè)詞的成功識(shí)別,當(dāng)注意機(jī)制對(duì)某個(gè)詞成功識(shí)別后,便會(huì)向眼動(dòng)系統(tǒng)發(fā)送信號(hào),促使眼球開(kāi)始轉(zhuǎn)向?qū)ο乱粋€(gè)詞的識(shí)別和認(rèn)知,進(jìn)而發(fā)生眼跳,只要注意機(jī)制轉(zhuǎn)到新的單詞上,便會(huì)向發(fā)生眼動(dòng)系統(tǒng)發(fā)送移動(dòng)的信號(hào)[56]。有學(xué)者認(rèn)為,莫里森的加工模型不能解釋注視的頻次現(xiàn)象、回視現(xiàn)象、注視停留位置以及沒(méi)有對(duì)注視點(diǎn)進(jìn)行字母水平上的精確定位,仍然存在一定不足[57]。
3.3.4 奧雷根(ORegan)的戰(zhàn)略戰(zhàn)術(shù)模型(ORegans Strategy-Tactics Model)
奧雷根認(rèn)為注視點(diǎn)的最初停留位置,與詞匯信息、語(yǔ)義信息都無(wú)關(guān),最初的注視點(diǎn)決定了注視時(shí)間與下一個(gè)注視點(diǎn)的位置,如果該注視點(diǎn)為最佳注視點(diǎn),讀者就不需要重注視,如果不是最佳注視點(diǎn),就會(huì)發(fā)生重注視的現(xiàn)象,注視的時(shí)間則主要由讀者的視覺(jué)因素所控制,而不是由詞的特性控制,讀者在閱讀過(guò)程中采取的是整體性策略[58][59]。雷納則認(rèn)為,該結(jié)果是在單詞獨(dú)立呈現(xiàn)的實(shí)驗(yàn)條件下獲得的,沒(méi)有考慮單詞上下文文本的語(yǔ)意對(duì)該單詞閱讀的影響,同時(shí)對(duì)于最佳注視點(diǎn)是如何影響詞的閱讀沒(méi)有給出詳細(xì)的闡釋與進(jìn)一步的探討,無(wú)法將該理論應(yīng)用到所有閱讀眼動(dòng)實(shí)驗(yàn)中[60]。
3.3.5 E-Z讀者模型(E-Z Reader Model)
該模型是由賴希勒(Reichle)、波拉克(Pollatsek)、 費(fèi)舍爾(Fisher)和雷納于1998年在莫里森模型基礎(chǔ)之上發(fā)展而來(lái)的,該模型對(duì)眼動(dòng)系統(tǒng)與認(rèn)知系統(tǒng)的關(guān)系進(jìn)行了定性說(shuō)明與定量分析。該模型認(rèn)為閱讀時(shí)的眼動(dòng)過(guò)程分為五個(gè)步驟:檢驗(yàn)單詞熟悉性;通達(dá)單詞詞匯;眼跳變化期,期間眼跳會(huì)因其他眼動(dòng)任務(wù)而終止;眼跳期,期間眼跳不會(huì)被終止;實(shí)際的眼跳。在該讀者模型中,上述前兩個(gè)過(guò)程由單詞識(shí)別部分控制,后三個(gè)過(guò)程由運(yùn)動(dòng)控制部分控制,具體運(yùn)作機(jī)制見(jiàn)圖1 [61]。
E—Z讀者模型是基于大量的實(shí)驗(yàn)數(shù)據(jù)以及反復(fù)的實(shí)驗(yàn)而得出的,它繼承莫里森模型的觀點(diǎn),可以合理解釋閱讀中的一些現(xiàn)象:對(duì)某些詞的跳讀、對(duì)詞的再次注視以及副中央凹預(yù)視效應(yīng)等[62]。但是其忽視了更高級(jí)水平的語(yǔ)言加工在閱讀眼動(dòng)中的作用,沒(méi)有把句法、語(yǔ)義等與上下文文本密切相關(guān)的加工過(guò)程對(duì)眼動(dòng)的影響加入到模型中去,也不能解釋前后照應(yīng)關(guān)系的加工過(guò)程對(duì)閱讀眼動(dòng)的影響[63]。
7 閱讀眼動(dòng)研究總結(jié)
基于有關(guān)閱讀行為眼動(dòng)跟蹤研究的技術(shù)、指標(biāo)、方法以及主要模型,在具體分析了有關(guān)閱讀行為眼動(dòng)研究主要內(nèi)容、主題、應(yīng)用后,本文結(jié)合前文內(nèi)容,提出“有關(guān)閱讀行為的眼動(dòng)跟蹤研究模型”。該模型在具體整合了有關(guān)閱讀行為眼動(dòng)研究的指標(biāo)、方法、模型的基礎(chǔ)上,對(duì)閱讀行為眼動(dòng)研究的具體應(yīng)用場(chǎng)景、影響因素等實(shí)踐研究方向進(jìn)行了總結(jié),指出目前有關(guān)研究?jī)?nèi)容主要分為四部分,分別為對(duì)閱讀主體特征的研究、閱讀環(huán)境的研究、閱讀呈現(xiàn)方式的研究以及閱讀載體的研究。該模型主要由四部分組成,分別為有關(guān)閱讀行為眼動(dòng)跟蹤研究指標(biāo)、眼動(dòng)跟蹤方法、眼動(dòng)跟蹤模型以及有關(guān)閱讀眼動(dòng)跟蹤研究的應(yīng)用方向(見(jiàn)圖2)。
有關(guān)閱讀行為中眼動(dòng)跟蹤的測(cè)量指標(biāo)主要分為運(yùn)動(dòng)指標(biāo)以及靜止指標(biāo),運(yùn)動(dòng)指標(biāo)指有關(guān)眼睛動(dòng)態(tài)變化中的測(cè)量指標(biāo),如眼跳、回視指標(biāo)等,靜止指標(biāo)則指眼睛靜止時(shí)的測(cè)量指標(biāo),如注視、凝視以及瞳孔直徑等。
眼動(dòng)跟蹤的研究方法大致分為五大類,分別為直接記錄法、開(kāi)窗口法、移動(dòng)遮蔽法、邊界法以及消失文本法,在研究不同的影響因素時(shí),不同的研究方法有不同的作用效果。在分析具體的閱讀行為特征以及影響因素時(shí),需要結(jié)合具體研究主題進(jìn)行合理的解釋,而不同的研究模型則是對(duì)閱讀行為不同的解釋思路,目前為止主要的解釋模型有五種,分別基于不同的假設(shè)以及解釋邏輯,目前來(lái)說(shuō),E—Z讀者模型較為科學(xué)合理,雖仍有一定的不足之處,但已有大量研究針對(duì)此理論模型進(jìn)行不斷補(bǔ)充和解釋,研究?jī)r(jià)值相對(duì)較高。
眼動(dòng)跟蹤方法在閱讀行為中的研究場(chǎng)景主要包括對(duì)閱讀主體特征的研究、對(duì)閱讀環(huán)境的研究、對(duì)閱讀呈現(xiàn)方式的研究以及對(duì)閱讀載體的研究。閱讀主體特征的研究主要基于讀者個(gè)體特征展開(kāi)研究,如讀者年齡、性別、先驗(yàn)知識(shí)、認(rèn)知能力等,對(duì)閱讀環(huán)境的研究則側(cè)重于對(duì)閱讀場(chǎng)景、照明條件等因素的研究,對(duì)呈現(xiàn)方式的研究主要探討不同文字呈現(xiàn)方式,如字體字號(hào)、行距間距、圖文排版格式等的研究,載體研究則主要比較傳統(tǒng)紙質(zhì)載體與新興數(shù)字載體的閱讀體驗(yàn)差別。
在閱讀行為的眼動(dòng)研究中,隨著計(jì)算機(jī)科學(xué)等學(xué)科的加入,一方面使眼動(dòng)研究的技術(shù)手段不斷進(jìn)步,設(shè)備不斷更新,同時(shí)也使研究者對(duì)于結(jié)果數(shù)據(jù)的分析更加科學(xué)、更加高效,而新的技術(shù)與眼動(dòng)的結(jié)合,也使閱讀眼動(dòng)研究逐漸走出純理論研究的圈子,為教育教學(xué)、閱讀技能的改良和提高提供了科學(xué)的支持,眼動(dòng)分析的理論模型也必將隨著技術(shù)、設(shè)備、方法的更新而不斷發(fā)展完善,而這也是未來(lái)閱讀眼動(dòng)研究的發(fā)展趨勢(shì)。
注 釋
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(收稿日期:2019-12-09 )