Bitan T, Karni A
Department of Neurobiology, Brain Research, The Weizmann Institute of Science, Rehovot 76100, Israel.
Brain Res Cogn Brain Res. 2004 May;19(3):229-43. doi: 10.1016/j.cogbrainres.2004.01.001.
In a previous study [Cogn. Brain Res. 16 (2003) 325], we found that letter knowledge did not evolve from implicit training on whole-word recognition in an artificial Morse-like script, although the participants were adults, experienced in alphabetical reading. Here we show minimal conditions in which letter knowledge may evolve in some individuals from training on whole-word recognition. Participants received multi-session training in reading nonsense words, written in an artificial script, in which each phoneme was represented by two discrete symbols. Three training conditions were compared: alphabetical whole words with letter decoding instruction (Explicit), alphabetical whole words (Implicit), and non-alphabetical whole words (Arbitrary). Subjects were assigned to training either on the explicit and arbitrary or on the implicit and arbitrary conditions. Our results show that: (a) Letter-decoding knowledge evolved implicitly from training on alphabetical whole-word recognition, in some individuals. However, (b) a clear double dissociation was found between effectively applied implicit letter knowledge and declarative letter knowledge. (c) There was no advantage of the implicitly derived over the explicitly instructed letter knowledge. (d) Long-term retention was more effective in the explicit compared to the arbitrary condition. (e) Word-specific recognition contributed significantly to performance in all three training conditions, i.e. even under conditions that presumably afford advantage for word segmentation. Altogether, our results suggest that both declarative and procedural knowledge contributed to letter decoding as well as to word-specific recognition performance. Moreover, a greater dependency on declarative knowledge may not be an inherent characteristic of word-specific recognition, but rather that both letter decoding and word-recognition routines can become proceduralized given sufficient practice.
在之前的一项研究[《认知脑研究》16(2003)325]中，我们发现，尽管参与者是有字母阅读经验的成年人，但字母知识并非从对一种类似摩尔斯电码的人工文字进行的全词识别隐式训练中演变而来。在此，我们展示了在某些个体中，字母知识可能从全词识别训练中演变而来的最低条件。参与者接受了多阶段训练，阅读用一种人工文字书写的无意义单词，其中每个音素由两个离散符号表示。比较了三种训练条件：带有字母解码指令的字母全词（显性）、字母全词（隐性）和非字母全词（任意）。受试者被分配到显性和任意条件或隐性和任意条件下进行训练。我们的结果表明：(a) 在某些个体中，字母解码知识从对字母全词识别的训练中隐性演变而来。然而，(b) 在有效应用的隐性字母知识和陈述性字母知识之间发现了明显的双重分离。(c) 隐性衍生的字母知识并不比显性指导的字母知识更具优势。(d) 与任意条件相比，显性条件下的长期保持更有效。(e) 单词特定识别在所有三种训练条件下对表现都有显著贡献，即在假定有利于单词分割的条件下也是如此。总之，我们的结果表明，陈述性知识和程序性知识都对字母解码以及单词特定识别表现有贡献。此外，对陈述性知识的更大依赖可能不是单词特定识别的固有特征，而是在有足够练习的情况下，字母解码和单词识别程序都可以变得程序化。
