Schwanenflugel Paula J, Morris Robin D, Kuhn Melanie R, Strauss Gregory P, Sieczko Jennifer M
P. J. Schwanenflugel . J. M. Sieczko, Department of Educational Psychology and Instructional Technology, University of Georgia, 325 R Aderhold Hall, Athens, GA 30602, USA, email:
Read Writ. 2008 Apr 1;21(3):177-203. doi: 10.1007/s11145-007-9061-2.
The purpose of the experiments was to determine the automatic use of large or small word reading units in young readers in the absence of word decoding strategies. Picture-word Stroop interference was examined from four types of conflicting labels: (a) words containing both highly predictable grapheme-phoneme correspondence (GPC) units and highly consistent rime units (henceforth, Hi-GPC + Hi-Rime); (b) words with highly predictable GPC units and less consistent rime units (Hi-GPC + Lo-Rime); (c) words with low predictability GPC units and highly consistent rime units (Low GPC + High Rime); (d) nonwords that contained both highly predictable GPC and highly consistent rime units. Naming time for pictures containing these labels was compared against that for pictures with random letter strings or no labels. In Experiment 1, Stroop interference was examined in first, second, and third grade children to determine whether there was developmental change in the presence of rime or GPC interference. In Experiment 2, Stroop interference was examined as a function of relative reading skill in first grade children. In Experiment 3, Stroop interference in adults was compared to the use of rime or GPC pronunciation strategies for nonword reading. In all experiments, Stroop interference in picture naming was longer for pictures with highly predictable GPC unit labels than less predictable GPC unit labels. However, in Experiment 3, even though adults showed interference from predictable GPC units in the Stroop task, they always preferred rime pronunciation for ambiguous non-words in the nonword reading task. It is argued that the current experiments provide evidence for a flexible units model.
这些实验的目的是确定在没有单词解码策略的情况下，年轻读者对大小不同的单词阅读单元的自动使用情况。从四种类型的冲突标签中考察了图词斯特鲁普干扰：（a）包含高度可预测的字素-音素对应（GPC）单元和高度一致的韵脚单元的单词（以下简称，高GPC+高韵脚）；（b）具有高度可预测的GPC单元和不太一致的韵脚单元的单词（高GPC+低韵脚）；（c）具有低可预测性GPC单元和高度一致的韵脚单元的单词（低GPC+高韵脚）；（d）包含高度可预测的GPC和高度一致的韵脚单元的非单词。将包含这些标签的图片的命名时间与带有随机字母串或无标签的图片的命名时间进行比较。在实验1中，对一、二、三年级的儿童进行了斯特鲁普干扰测试，以确定在存在韵脚或GPC干扰的情况下是否存在发展变化。在实验2中，考察了一年级儿童的斯特鲁普干扰与相对阅读技能的关系。在实验3中，将成年人的斯特鲁普干扰与非单词阅读中韵脚或GPC发音策略进行了比较。在所有实验中，对于带有高度可预测的GPC单元标签的图片，图词命名中的斯特鲁普干扰比对可预测性较低的GPC单元标签的图片更长。然而，在实验3中，尽管成年人在斯特鲁普任务中表现出可预测的GPC单元的干扰，但在非单词阅读任务中，他们总是更喜欢对模棱两可的非单词采用韵脚发音。有人认为，当前的实验为灵活单元模型提供了证据。
