中文摘要：

采用多指标探测范式，从客体信息以及活动信息的角度出发，考察事件框架内外时间、空间转换对情境模型更新的影响。结果发现：在事件框架内，维度转换并不是情境模型更新的充分条件，时间转换与终止的活动信息相结合引起情境模型的快速更新，而空间转换与移除的客体信息相结合引起情境模型的快速更新；在事件框架外，维度转换是情境模型更新的充分条件，维度转换会引起情境模型的更新。研究丰富了事件框架依赖假设。

英文摘要：

When comprehending narrative text, a reader forms situation models that represent occurring events. As events unfold in the text, the reader must update his or her situation model, or mental representation. Zwaan, Langston and Graesser （1995） suggested that the event is the core unit in constructing the mental representation of narrative reading. The reader establishes the mental representation of events by tracking in five dimensions：time, space, characters, causality and target. If any one of the five dimensions changes, the situation model requires updating. The temporal and spatial dimensions were the focus of the current study. A large number of studies have shown that both play important roles in constructing the situation model, yet it remains unclear whether a change in time or space is a sufficient condition for situational model updating. Xia et al. （2013） found that space shift and event shift had a close relationship. However, they did not find the combination of space shift and removing objects caused the updating of spatial situation model. He et al. （2013） further proposed and tested the Event Frame-Dependent Hypothesis to explore the effect of time shift on the updating of situation model. Results of their study confirmed the hypothesis. However, because differences between the updating of the temporal situation model and the updating of spatial situational model were not found, questions remained about the effects of the temporal and spatial situations. Therefore, in the current study we conducted four experiments to further explore the effects of temporal and spatial shift on updating of the situation model. A multi-target detection paradigm and within-subjects design were used in the study. Each experiment included eight experimental materials. 66 college students who did not participate in formal experiments rated experimental materials, and 144 additional college students participated in formal experiments. E-prime 1.1 was used to present stimuli and to collect the behavioral