Starr M S, Fleming K K
Department of Psychology, University of Massachusetts at Amherst, USA.
J Exp Psychol Learn Mem Cogn. 2001 May;27(3):744-60.
Homophone confusion errors were examined in a series of 6 experiments. Across a variety of tasks, readers consistently made more errors on homophone trials than on control trials. These effects were established in Experiment 1 using a semantic-decision task in which participants judged whether pairs of words were related or unrelated. For both related and unrelated trials, error rates were higher for homophones as compared with controls. Results such as these have previously been taken as evidence for the role of phonology in lexical access and reading. However, differences in orthographic knowledge (more specifically, knowledge of spelling-to-meaning correspondences) across participants and homophone items significantly predicted homophone errors across all tasks. In addition, spelling tasks and multiple-choice questionnaires revealed differences in orthographic knowledge across participants and homophone items. Although these results do not rule out a role for phonology in lexical access, they indicate that homophone confusion errors may also be due to factors other than phonology.
在一系列6个实验中对同音异形词混淆错误进行了研究。在各种任务中，读者在同音异形词试验中犯的错误始终比在对照试验中更多。这些效应在实验1中通过语义判断任务得以确立，在该任务中，参与者判断单词对是相关还是不相关。对于相关和不相关试验，同音异形词的错误率均高于对照组。此前，这类结果被视为语音学在词汇通达和阅读中发挥作用的证据。然而，参与者和同音异形词项目之间的正字法知识差异（更具体地说，拼写与意义对应关系的知识）显著预测了所有任务中的同音异形词错误。此外，拼写任务和多项选择题问卷揭示了参与者和同音异形词项目之间正字法知识的差异。虽然这些结果并不排除语音学在词汇通达中的作用，但它们表明同音异形词混淆错误也可能归因于语音学以外的因素。
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