中文摘要：

采用移动窗口技术和探测一再认范式探讨了时间距离对记叙文倒叙信息表征的影响。本研究分为两个实验：实验1考察了在近时间距离条件下读者如何表征倒叙信息，结果发现读者会根据时间顺序，把倒叙信息整合到他们的表征中去，支持时间顺序假设；实验2考察了在远时间距离条件下读者如何表征倒叙信息，结果发现读者会根据文本叙述顺序，将倒叙信息作为背景信息整合到该事件中去，支持背景假设。上述结果表明，时间距离是影响读者如何对倒叙信息进行表征的重要因素。

英文摘要：

Temporal dimension is very important in text comprehension. And a number of previous studies demonstrated that readers track time information during text reading. Two hypotheses elaborate how readers deal with the flashback information in text comprehen- sion. The chronological hypothesis states that readers integrate the flashback information into their representation at its chronologically appropriate position, while the background hypothesis postulates that readers interpret a flashback as providing background information for the situation described before. Claus and Keher （2006） tested both the chronological hypothesis and the background hypothesis using a probe - recognition task paradigm. Participants read short flashback texts, which included four events （E1, E2, E3, FA） and the events were described in a different order （E2, E3, E1, E4）. The duration of E2 was manipulated, and at the end of each passage readers was tested whether they accessed El. The results found that E1 was much more accessible when it occurred in a relatively short time than longer, which supported the chronological hypothesis. However, the specialty of experiment materials may contribute to above results. Firstly, the temporal distance of reading text was less than a day. Leng et al. （2004） found temporal distance in narrative influenced construction and updating of reader＇s situational model. If enlarged temporal distance in narrative containing flashbacks, readers may choose a different strategy to construct and update the situational model. Secondly, there were obvious grammar markers in reading materials. The significant grammar markers for tense would give readers a big time clue, which supported the chronological hypothesis. Two experiments were conducted to investigate how readers represented flashback texts with different time information in Chinese, which did not have grammar markers for tense. Experiment 1 explored how readers represented flashback information when the text was about events happened in