The Traits Of Fast Reading Training In Different Cognitive Flexibilities And Eye Movement Of The Pupils

With the rapid development of society and the speedy update of the information, the ability of fast reading becomes more and more important. Cognitive Flexibility is important in transforming habituation of reading and flexibly reading for achieving reading goal. But the methods of fast reading training are multiple and the effects are different. This paper analyzed the traits of speed reading from cognitive flexibility and the technologies of eye movement by contrasting different training methods of fast reading.In the first experiment, we ananlyed the main traits of two training methods in fast reading about articulatory suppression and non-articulatory suppression. In the second experiment, we analyzed the traits of speed reading about different cognitive flexibilities and gender by contrasting two classes' fast reading achievements, at the same time, we used the better training method from the first experiment and eye movement machine.The research obtained the following results:1. After the training of fast reading, there are significant differences in reading speed and reading achievements between articulatory suppression group and non-articulatory suppression group (p<0.001) ; The reading speed and valid reading speed in experimental class is significantly higher than that of control class (p<0.001) .2. The reading speed of boys is significant higher than that of girls (p<0.05), There are no significant difference in reading achievements between boys and girls; The valid reading speed of boys is significant higher than that of girls in marginal level.3. The reading speed of high cognitive flexibility is significantly higher than low cognitive flexibility (p<0.01) in both articulatory suppression and non- articulatory suppression class; The valid reading speed of high cognitive flexibility is significantly higher than that of low cognitive flexibility (p<0.01) .The reading speed of high cognitive flexibility in experiment class is significantly higher than that of both high cognitive flexibility in control class (p<0.001) and low cognitive flexibility group in experiment class (p<0.01) ; The high cognitive flexibility group in experiment class is significantly higher than that of low group in experiment class and the two types of students in control class in the valid reading speed. (p<0.01) .4. The students in experiment class in fast reading had less number of fixation, shorter gaze frequency duration of fixation, higher gaze frequency, less the number of regressive eye movement and longer distance of saccadic than control class. The high cognitive flexibility group in experiment class had less number of fixation, shorter gaze frequency duration of fixation, higher gaze frequency, less number of regressive eye movement and longer distance of saccadic than low cognitive flexibility group. The high cognitive flexibility group in control class had higher gaze frequency and bigger distance of saccadic than that of low cognitive flexibility group.