Savill Nicola, Lindell Annukka, Booth Alison, West Gemma, Thierry Guillaume
School of Psychology, Bangor University, Bangor, Gwynedd, UK.
Neuroreport. 2011 Feb 16;22(3):116-20. doi: 10.1097/WNR.0b013e328342ed27.
Whether humans spontaneously sound out words in their mind during silent reading is a matter of debate. Some models of reading postulate that skilled readers access the meaning directly from print but others involve print-to-sound transcoding mechanisms. Here, we provide evidence that silent reading activates the sound form of words before accessing their meaning by comparing event-related potentials induced by highly expected words and their homophones. We found that expected words and words that sound the same but have a different orthography (homophones and pseudohomophones) reduce scalp activity to the same extent within 300 ms of presentation compared with unexpected words. This shows that phonological access during silent reading, which is critical for literacy acquisition, remains active in adulthood.
在默读时，人类是否会在脑海中自动拼读单词是一个存在争议的问题。一些阅读模型假定，熟练的读者直接从印刷文字中获取意义，但其他模型则涉及从印刷文字到语音的转码机制。在此，我们通过比较由高度预期的单词及其同音异形词诱发的事件相关电位，提供证据表明默读在获取单词意义之前会激活单词的语音形式。我们发现，与意外出现的单词相比，预期单词以及发音相同但拼写不同的单词（同音异形词和假同音异形词）在呈现后的300毫秒内会使头皮活动降低到相同程度。这表明默读过程中的语音提取对于读写能力的获得至关重要，并且在成年期仍然活跃。
