Information Integration In English Text Reading Of Senior High School Student With Different Tolerance Of Ambiguity

Text reading is one of the most complex and unique cognitive activities of human people and is also an important way for us to get information. Comprehension and processes of information in text reading has been a hot point in experimental psychology for a long time. In this study, we first reviewed the origin of researches on text reading and its development both in western countries and in China. We analyzed the theory about information integration of text reading, and summarized the types,process and characteristics about information integration of text reading.According to the various theoretical perspectives of the text reading, we classified the information integration of text reading into Two categories, Goal -information integration and Coordinating integration. We design the related research about the two information integration. In experimental 1, when Chinese student reading the English text with explicit goal information was investigated to support the Goal -information integration. In experimental 2, when Chinese student reading the English text without explicit goal information was investigated to support the Coordinating integration. And we classified students according to the tolerance of ambiguity of them, investigated the influence of tolerance of ambiguity in English text reading, and study the information integration of different tolerance of ambiguity students in text reading.The research obtains following results:1. The Goal-information integration occurs in reading English text with explicit goal information when the information are processed and integrated.2. The Coordinating integration occurs in reading English text without explicit goal information.3. New word in English text could affect the reading-time in the Goal -information integration of text reading, but could not affect it in the Coordinating integration of text reading, and could not affect the information integration of text reading. 4. Different tolerance of ambiguity could not affect the reading-time of the student in senior middle school, and could not affect the information integration of text reading.