Impact of the Internet Using Experience on the Peculiarities of the Internet Texts Understanding

Keywords: understanding, internet text, perception, interpretation, emotional identification, experience, internet activity.


Objective. The article presents the results of the empirical study of the impact of the Internet using experience on the process of the Internet texts understanding.

Materials & Methods. Different theoretical methods and techniques were used for this purpose: deductive and inductive methods, analysis and synthesis, generalization, systematization. Empirical methods were used for this purpose: experiment (semantic and receptive), method of semantic and pragmatic interpretations, content analysis, subjective scaling procedure. Mathematical methods were used: primary statistics, checks on the normal nature of the data distribution, statistical output, taking into account statistical indicators of fashion and the scope of variation. As well as some interpretive methods that are based on specific principles of systemic, activity, cognitive and organizational approaches.

Results. The author notes that Internet texts understanding is significantly different from the understanding of oral or written texts, since the Internet text is a pragmatically integral electronic document that constructing of conditionally completed text blocks in the form of «windows», that are opened in separate tabs of the browser, the order that depends on hyperlinks and user behavior. The peculiarities of the Internet texts include enhanced dialogue, divisibility, external informativity, reduced connectivity and comprehension, pragmatic and mostly formal integrity, conditional completeness, complicated structural, as well as hybrid and high degree of permeability, multimedia, presentation, inclination to speech game and collective authorship, saturation with neologisms, emoticons and abbreviations, fragmentation, non-compliance with linguistic norms, and the functioning of a special language etiquette.

Conclusions. As a result of empirical research involving 716 respondents from different regions of Ukraine, it was determined that experience has the most significant effect on the understanding process at the reception stage, guiding users' activity and the accuracy of their expectations. Experience contributes to the accuracy of predicting the content of Internet texts by 15,0%. At the stage of interpretation, the adequacy and completeness of Internet texts interpretation with the accumulation of experience is improved by almost 10,0%. However, even experienced users were able to correctly interpret only a quarter of the dominant, while random – only a sixth part. Even less important is the experience and Internet activity at the stage of emotional identification, nor the assessment of comprehension, nor the coherence of emotional attitude is almost independent of the Internet using experience. With the accumulation of experience, users evaluate Internet texts more homogeneously, they are easier to realize their own attitude to the Internet texts, it becomes more consistent, however, they underestimate the complexity of Internet texts more than half of the cases, they are also inclined to share texts on the approval and critical like inexperienced readers.


Download data is not yet available.


Deyk, T.A., & Kinch, V. (1988). Strategii ponimaniya svyaznogo teksta [Strategies for understanding of coherent text]. Novoye v zarubezhnoy lingvistike – New in Foreign Linguistics, 23, 153–211 [in Russian].

Zalevskaya, A.A. (1990). Slovo v leksikone cheloveka. Psikholingvisticheskoye issledovaniye [The word in the human lexicon. Psycholinguistic research]. Voronezh [in Russian].

Znakov, V.V. (2005). Psikhologiya ponimaniya: Problemy i perspektivy [Psychology of Understanding: Problems and Perspectives]. Moscow: Izd-vo «Institut psikhologii RAN» [in Russian].

Novikov, A.I. (1999). Smysl: sem dikhotomicheskikh priznakov [Sense: seven dichotomous signs]. Teoriya i praktika rechevykh issledovaniy – Theory and Practice of Speech Research (pp. 132–144). Moscow: Moskovskiy gosudarstvennyy universitet [in Russian].

Chepelyeva, N.V. (1992). Psykholohiya chytannya navchalnoyi ta naukovoyi literatury v systemi profesiynoyi pidhotovky studentiv [Psychology of Academic and Scientific Literature Reading in the System of Students’ Professional Training]. Extended abstract of Doctor’s thesis. Kyiv: KDPI im. M.P. Drahomanova [in Ukrainian].

Shhipicina, L.Ju. (2011). Kompleksnaja lingvisticheskaja harakteristika kompjuterno-oposredovannoj kommunikacii (na materiale nemeckogo jazyka) [Complex linguistic characteristics of computer-mediated communication (based on the German language)]. Extended abstract of Doctor’s thesis. Voronezh [in Russian].

Akimoto, Y., Takahashi, H., Gunji, A., Kaneko, Y., Asano, M., Matsuo, J. … Yoko, Y. (2017). Alpha band event-related desynchronization underlying social situational context processing during irony comprehension: A magnetoencephalography source localization study. Brain and Language, 175, 42–46.

Bitan, T., Kaftory, A., Meiri-Leib, A., Eviatar, Z., & Peleg, O. (2017). Phonological ambiguity modulates resolution of semantic ambiguity during reading: An fMRI study of Hebrew. Neuropsychology, 31(7), 759–777.

Bosco, F.M., & Gabbatore, I. (2017). Theory of mind in recognizing and recovering communicative failures. Applied Psycholinguistics, 38(1), 57–88.

Cummine, J., Cribben, I., Luu, C., Kim, E., Bakhtiari, R., Georgiou, G., & Boliek, C.A. (2016). Understanding the role of speech production in reading: Evidence for a print-to-speech neural network using graphical analysis. Neuropsychology, 30(4), 385–397.

De Freitas P.V., Peruzzi Ella Da Mota, M.M., & Deacon, S.H. (2018). Morphological awareness, word reading, and reading comprehension in Portuguese. Applied Psycholinguistics, 39(3), 507–525.

Foucart, A., Romero-Rivas, C., Gort, B.L., & Costa, A. (2016). Discourse comprehension in L2: Making sense of what is not explicitly said. Brain and Language, 163, 32–41.

Giustolisi, B., Vergallito, A., Cecchetto, C., Varoli, E., & Lauro, L.J. (2018). Anodal transcranial direct current stimulation over left inferior frontal gyrus enhances sentence comprehension. Brain and Language, 176, 36–41.

Graesser, А., Wiemer-Hastings, P. & Wiemer-Hastings, K. (2001). Constructing Inferences and Relations during Text Comprehension. In Sanders, Schilperoord & Spooren (Eds.), Text representation: Linguistic and Psycholinguistic Aspects (pp. 21–26). Amsterdam / Philadelphia: Benjamins.

Hahne, C., Goldhammer, F., Kröhne, U., & Naumann J. (2018). The role of reading skills in the evaluation of online information gathered from search engine environments. Computers in Human Behavior, 78, 223–234.

Houghton, G. (2018). Action and perception in literacy: A common-code for spelling and reading. Psychological Review, 125(1), 83–116.

Hubers, F., Snijders, T., & Hoop, H. (2016). How the brain processes violations of the grammatical norm: An fMRI study. Brain and Language, 163, 22–31.

Mason, L., Scrimin, S., Zaccoletti, S., Tornatora, M., & Goetz, T. (2018). Webpage reading: Psychophysiological correlates of emotional arousal and regulation predict multiple-text comprehension. Computers in Human Behavior, 87, 317–326.

Ohadi, J., Brown, B., Trub, L., & Rosenthal, L. (2018). I just text to say I love you: Partner similarity in texting and relationship satisfaction. Computers in Human Behavior, 78, 126–132.

Sharon, E.M., & Thompson-Schill, L. (2017). Tracking competition and cognitive control during language comprehension with multi-voxel pattern analysis. Brain and Language, 165, 21–32.

Van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The landscape model of reading. In H. van Oostendorp & S.R. Goldman (Eds.), The Construction of Mental Representations During Reading (pp.71–98). Mahwah, NJ: Erlbaum.

Abstract views: 536
PDF Downloads: 307
How to Cite
Akimova, N., & Oleksandrenko, K. (2019). Impact of the Internet Using Experience on the Peculiarities of the Internet Texts Understanding . PSYCHOLINGUISTICS, 26(1), 11-36.