Laing E, Hulme C
University of York, United Kingdom.
J Exp Child Psychol. 1999 Jul;73(3):183-207. doi: 10.1006/jecp.1999.2500.
Children (4 to 6 years of age) were taught to associate printed 3- or 4-letter abbreviations, or cues, with spoken words (e.g., bfr for beaver). All but 1 of the letters in the cue corresponded to phonemes in the spoken target word. Two types of cues were constructed: phonetic cues, in which the medial letter was phonetically similar to the target word, and control cues, in which the central phoneme was phonetically dissimilar. In Experiment 1, children learned the phonetic cues better than the control cues, and learning correlated with measures of phonological skill and knowledge of the meanings of the words taught. In Experiment 2, the target words differed on a semantic variable-imageability-and learning was influenced by both the phonetic properties of the cue and the imageability of the words used.
研究人员教导4至6岁的儿童将印刷的3或4个字母的缩写或提示与口语单词（如用bfr代表beaver）联系起来。提示中的字母除了一个之外，其余都与口语目标单词中的音素相对应。构建了两种类型的提示：语音提示，其中中间字母在语音上与目标单词相似；以及对照提示，其中中间音素在语音上不相似。在实验1中，儿童学习语音提示比对照提示更好，并且学习与语音技能测量以及所学单词的意义知识相关。在实验2中，目标单词在语义变量——可想象性方面存在差异，学习受到提示的语音属性和所用单词的可想象性的影响。
