Landi Nicole, Perfetti Charles A, Bolger Donald J, Dunlap Susan, Foorman Barbara R
Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA.
J Exp Child Psychol. 2006 Jun;94(2):114-33. doi: 10.1016/j.jecp.2005.12.004. Epub 2006 Apr 4.
To acquire representations of printed words, children must attend to the written form of a word and link this form with the word's pronunciation. When words are read in context, they may be read with less attention to these features, and this can lead to poorer word form retention. Two experiments with young children (ages 5-8 years) confirmed this hypothesis. In our experiments, children attempted to read words they could not previously read, during a self-teaching period, either in context or in isolation. Later they were tested on how well they learned the words as a function of self-teaching condition (isolation or context). Consistent with previous research, children read more words accurately in context than in isolation during self-teaching; however, children had better retention for words learned in isolation. Furthermore, this benefit from learning in isolation was larger for less skilled readers. This effect of poorer word retention when words are learned in context is paradoxical because context has been shown to facilitate word identification. We discuss factors that may influence this effect of context, especially the role of children's skill level and the demands of learning new word representations at the beginning of reading instruction.
为了获取印刷文字的表征，儿童必须关注单词的书写形式，并将这种形式与单词的发音联系起来。当单词在语境中被阅读时，对这些特征的关注可能会减少，这可能导致对单词形式的记忆较差。两项针对幼儿（5至8岁）的实验证实了这一假设。在我们的实验中，儿童在自学期间尝试阅读他们之前不会读的单词，自学期间单词要么出现在语境中，要么单独呈现。后来，根据自学条件（单独呈现或在语境中）测试他们对单词的学习效果。与之前的研究一致，在自学期间，儿童在语境中比单独阅读时能更准确地读出更多单词；然而，儿童对单独学习的单词记忆更好。此外，对于阅读能力较差的儿童来说，单独学习带来的这种好处更大。当单词在语境中学习时单词记忆较差的这种效应是自相矛盾的，因为语境已被证明有助于单词识别。我们讨论了可能影响语境这种效应的因素，特别是儿童的技能水平以及阅读教学开始时学习新单词表征的要求所起的作用。
