Feldman Laurie B, Rueckl Jay, DiLiberto Kristen, Pastizzo Matthew, Vellutino Frank R
State University of New York, Albany, USA.
Psychon Bull Rev. 2002 Sep;9(3):529-35. doi: 10.3758/bf03196309.
Ten-year-old children performed a fragment completion task. Target fragments (e.g., T_ _N) were preceded by four types of study conditions. The identity condition consisted of the target (TURN). Themorphological condition included a related form (TURNED). The orthographic condition consisted of morphologically unrelated words (e.g., TURNIP). Finally, no similar word was presented in the study phase of the no-prime condition. Morphological relatives included orthographically transparent (TURNED-TURN) and orthographically opaque (RIDDEN-RIDE) forms. The results indicated that performance of child readers on the fragment completion task was sensitive to morphological relationships. Completion rates following opaque, as well as transparent, morphological relatives were significantly greater than those following orthographically similar forms. In sum, the fragment completion task provides a viable new tool for examining morphological processing in children and for differentiating morphological effects from effects of similar form.
10岁儿童进行了片段完成任务。目标片段（如T_ _N）之前有四种类型的学习条件。同一性条件由目标词（TURN）组成。形态学条件包括一个相关形式（TURNED）。正字法条件由形态上不相关的单词（如TURNIP）组成。最后，在无启动条件的学习阶段不呈现相似单词。形态学相关词包括正字法透明的（TURNED - TURN）和正字法不透明的（RIDDEN - RIDE）形式。结果表明，儿童阅读者在片段完成任务中的表现对形态学关系敏感。不透明和透明的形态学相关词之后的完成率显著高于正字法相似形式之后的完成率。总之，片段完成任务为检查儿童的形态学加工以及区分形态学效应和相似形式效应提供了一种可行的新工具。
