Miller Paul
Faculty of Education, University of Haifa, Mount Carmel, 31905, Haifa, Israel.
J Genet Psychol. 2005 Dec;166(4):407-34. doi: 10.3200/GNTP.166.4.407-434.
In this study, the author elucidated whether reading experience continues to contribute to word recognition skills in readers with well-internalized reading skills. The participants performed consecutive same or different judgments regarding the identicalness of letters, words, and pseudohomophones. For a more detailed examination of how increased reading experience impacts particular stages of the processing of written stimuli, the author manipulated the identity dimension in each stimuli category. Twenty-five 5th-grade students and 22 university students participated in the study. Overall, findings indicated that a significant development occurs in the recognition of written stimuli after 5th grade because of a shift in the strategic allocation of mental resources (attention) within the recognition process. This change in strategy seems to prompt enhanced retrieval of knowledge relevant to the processing of written stimuli.
在本研究中，作者阐明了阅读经验是否会持续促进阅读技能已充分内化的读者的单词识别能力。参与者对字母、单词和假同音字的一致性进行连续的相同或不同判断。为了更详细地研究阅读经验的增加如何影响书面刺激处理的特定阶段，作者在每个刺激类别中操纵了同一性维度。25名五年级学生和22名大学生参与了这项研究。总体而言，研究结果表明，由于五年级后识别过程中心理资源（注意力）的策略分配发生了变化，书面刺激识别方面出现了显著发展。这种策略变化似乎促使与书面刺激处理相关的知识检索得到增强。
