Dipartimento di Psicologia dello Sviluppo e della Socializzazione (DPSS), Università degli Studi di Padova, 35131 Padova, Italy.
J Exp Child Psychol. 2010 Jun-Jul;106(2-3):177-83. doi: 10.1016/j.jecp.2010.02.002. Epub 2010 Mar 7.
In this article, the position of the diverging letter effect has been used to investigate the interactions between lexical and sublexical information during reading acquisition. The position of the diverging letter effect refers to the fact that nonwords derived from words by changing a letter are read more quickly when the diverging letter is toward the end of the string than when it is at the beginning. The position of the diverging letter effect has been explained as a result of the interaction between sublexical procedures, which operate serially, and lexical procedures, which operate in parallel, on the letter string. We demonstrated that the literacy level of the reader determines whether facilitation or interference effects for late diverging nonwords are observed. The oldest children showed the same effect as that shown by the adults. The youngest children showed a reversed pattern; late diverging nonwords were read more slowly and less accurately than early diverging nonwords. We propose that this pattern is due to the combination of (a) the readiness with which lexical information (which increases as literacy increases) is activated and (b) the refining of the mechanism that balances the contributions of the lexical and sublexical procedures.
在本文中，发散字母效应的位置被用来研究阅读习得过程中词汇和次词汇信息之间的相互作用。发散字母效应的位置是指，通过改变一个字母从单词派生而来的非单词，当发散字母在字符串的末尾时，比在开头时读得更快。发散字母效应的位置被解释为次词汇程序和词汇程序之间交互作用的结果，次词汇程序按顺序运行，而词汇程序则并行运行在字母串上。我们证明了读者的读写水平决定了是否会观察到晚期发散的非单词的促进或干扰效应。年龄较大的儿童表现出与成年人相同的效果。年龄最小的儿童则表现出相反的模式；晚期发散的非单词比早期发散的非单词读得更慢，准确性更低。我们提出，这种模式是由于（a）词汇信息（随着读写能力的提高而增加）被激活的准备程度和（b）平衡词汇和次词汇程序贡献的机制的细化的结合所致。
