Radboud University Nijmegen, Behavioral Science Institute, Nijmegen, The Netherlands.
J Child Lang. 2011 Mar;38(2):356-79. doi: 10.1017/S0305000909990420. Epub 2010 May 28.
In the present study, the development of semantic categorization and its relationship with reading was investigated across Dutch primary grade students. Three Exemplar-level tasks (Experiment 1) and two Superordinate-level tasks (Experiment 2) with different types of distracters (phonological, semantic and perceptual) were administered to assess semantic categorization skills. Reading was measured with a standardized word-reading test. Results of both experiments demonstrated that children in the higher grades had shorter reaction times and fewer errors than children in the lower grades. Reading skill, however, was not related to semantic categorization performance. Moreover, neither grade level nor reading skill was related to the effect of distracter type on error percentages. Based on the results of this study, we suggest a substantial development of semantic categorization skills over time, and reject the notion that Dutch poor readers have less advanced semantic categorization skills than typical readers.
在本研究中，我们调查了荷兰小学阶段学生语义分类的发展及其与阅读的关系。通过三个范例水平任务（实验 1）和两个上位水平任务（实验 2），并使用不同类型的分心物（语音、语义和感知），评估了语义分类技能。阅读能力通过标准化的单词阅读测试进行测量。两个实验的结果都表明，高年级学生的反应时间比低年级学生短，错误也更少。然而，阅读能力与语义分类表现无关。此外，年级水平和阅读能力都与分心物类型对错误百分比的影响无关。基于本研究的结果，我们认为语义分类技能随着时间的推移有了实质性的发展，并拒绝了荷兰阅读困难学生的语义分类技能不如典型读者先进的观点。
