Braet Wouter, Noppe Nele, Wagemans Johan, Op de Beeck Hans
Laboratory of Experimental Psychology, University of Leuven, Tiensestraat 102, Leuven, Belgium.
Q J Exp Psychol (Hove). 2011 Mar;64(3):596-607. doi: 10.1080/17470218.2010.513735. Epub 2010 Oct 4.
Skilled readers demonstrate remarkable efficiency in processing written words, unlike beginning readers for whom reading occurs more serially and places higher demands on visual attention. In the present study, we used the Stroop paradigm to investigate the relationship between reading skill and automaticity, in individuals learning a second language with a different orthographic system. Prior studies using this paradigm have presented a mixed picture, finding a positive, a negative, or no relationship between the size of Stroop interference and reading skills. Our results show that Stroop interference in the second language was positively related to reading skill (when controlled for interference in the first language). Furthermore, interference was positively related to objective but not subjective indices of the amount of exposure to the second language. We suggest that the lack of consistency in the results of earlier studies may be due, at least in part, to these studies looking at Stroop interference in isolation, rather than comparing interference between languages.
熟练的阅读者在处理书面文字时表现出非凡的效率，这与初学者不同，初学者阅读时更倾向于逐字阅读，对视觉注意力的要求更高。在本研究中，我们使用斯特鲁普范式来研究在学习具有不同拼写系统的第二语言的个体中，阅读技能与自动化之间的关系。此前使用该范式的研究结果不一，发现斯特鲁普干扰的大小与阅读技能之间存在正相关、负相关或无相关关系。我们的结果表明，第二语言中的斯特鲁普干扰与阅读技能呈正相关（在控制了第一语言的干扰后）。此外，干扰与第二语言接触量的客观指标而非主观指标呈正相关。我们认为，早期研究结果缺乏一致性可能至少部分是由于这些研究孤立地看待斯特鲁普干扰，而不是比较不同语言之间的干扰。
