Abstract This study intends to test the Graded Salience Hypothesis, in order to investigate the factors involved in comprehension. This research considered predictions derived from this hypothesis by evaluating the salience of idioms in the Persian language. We intended to measure Reading Time (RTs), and the design comprised 2 Contexts (figurative, literal), 3 Types of Statements (familiar vs. unfamiliar vs. less familiar) and RTs (long, short, equal). Two types of contexts (figuratively inviting and literally inviting contexts) were prepared. The software for this experiment was prepared for the purpose of self-paced reading experiments. Two pretests were performed. In the first pretest, participants rated the expressions on a 1–7 familiarity scale. The second pretest was designed to confirm that contexts are equally supportive. Then, expressions were divided according to their familiarity (familiar, less-familiar, unfamiliar). Sentences were used so that, according to the second pretest, their contexts would be equally supportive. Sentences were displayed on a PC, controlled by Windows 7. The self-paced reading task was applied using the Moving Windows software. In the first part of the experiment, participants read each idiom in figuratively inviting contexts and their RTs were recorded. In the second part of the experiment, participants read each idiom in literally inviting contexts and their RTs were recorded. Results of testing these idioms support the Graded Salience Hypothesis, but not entirely. Such findings suggested that sometimes context affects the access of salient information and a semi serial process is witnessed. Results indicate that the salient meaning of both familiar and less familiar idioms is figurative. In addition, salient meanings in the space following the unfamiliar idiom and the first word of the next (spillover) sentence, were both, figurative and literal.

中文翻译：

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习语的语义理解；它们的有效性和心理可靠性

摘要本研究旨在检验显着性假说，以研究影响理解的因素。这项研究通过评估波斯语中成语的显着性来考虑从该假设得出的预测。我们打算测量阅读时间（RTs），该设计包括2个上下文（象征性的，字面的），3种陈述类型（熟悉，不熟悉和较不熟悉）和RT（长，短，相等）。准备了两种类型的上下文（象征性邀请和字面邀请上下文）。本实验软件是为自定进度的阅读实验而准备的。进行了两次预测试。在第一个预测中，参与者以1–7的熟悉程度对表情进行评分。第二个预测试旨在确认上下文同样支持。然后，表达式根据其熟悉程度（熟悉，不熟悉，不熟悉）进行划分。使用句子的目的是，根据第二次预测，它们的上下文将同样得到支持。句子显示在由Windows 7控制的PC上。使用移动Windows软件应用了自定进度的阅读任务。在实验的第一部分中，参与者在具有象征意义的情境中阅读每个习语，并记录其RT。在实验的第二部分，参与者从字面上吸引人的上下文中阅读了每个习语，并记录了他们的RT。这些习语的测试结果支持分级显着性假设，但并不完全支持。这些发现表明，有时情境会影响重要信息的访问，并且见证了一个半连续过程。结果表明，熟悉和不熟悉的习语的显着含义都是具象的。另外，在不熟悉的习语和下一个（溢出）句子的第一个单词之后的空间中，显着的意义既是比喻的，也是字面的。