Psychology Department, Coventry University, UK.
Br J Psychol. 2011 Aug;102(3):431-42. doi: 10.1111/j.2044-8295.2010.02002.x. Epub 2011 Jan 25.
Recent studies have shown evidence of positive concurrent relationships between children's use of text message abbreviations ('textisms') and performance on standardized assessments of reading and spelling. This study aimed to determine the direction of this association. One hundred and nineteen children aged between 8 and 12 years were assessed on measures of general ability, reading, spelling, rapid phonological retrieval, and phonological awareness at the beginning and end of an academic year. The children were also asked to provide a sample of the text messages that they sent over a 2-day period. These messages were analyzed to determine the extent to which textisms were used. It was found that textism use at the beginning of the academic year was able to predict unique variance in spelling performance at the end of the academic year after controlling for age, verbal IQ, phonological awareness, and spelling ability at the beginning of the year. When the analysis was reversed, reading and spelling ability were unable to predict unique variance in textism usage. These data suggest that there is some evidence of a causal contribution of textism usage to spelling performance in children aged 8-12 years. However, when the measure of rapid phonological retrieval (rapid picture naming) was controlled in the analysis, the relationship between textism use and spelling ability just failed to reach statistical significance, suggesting that phonological access skills may mediate some of the relationship between textism use and spelling performance.
最近的研究表明，儿童使用短信缩写词（“文本语言”）与阅读和拼写标准化评估表现之间存在积极的并行关系。本研究旨在确定这种关联的方向。在一个学年的开始和结束时，对 119 名 8 至 12 岁的儿童进行了一般能力、阅读、拼写、快速语音检索和语音意识的测量。还要求孩子们提供他们在两天内发送的短信样本。分析这些消息以确定文本语言的使用程度。结果发现，在学年开始时使用文本语言可以预测学年结束时拼写表现的独特差异，控制年龄、言语智商、语音意识和学年开始时的拼写能力。当分析反转时，阅读和拼写能力无法预测文本语言使用的独特差异。这些数据表明，在 8-12 岁的儿童中，文本语言的使用对拼写表现有一定的因果贡献。然而，当分析中控制了快速语音检索（快速图片命名）的测量时，文本语言使用与拼写能力之间的关系刚好未能达到统计学意义，这表明语音访问技能可能在一定程度上中介了文本语言使用与拼写表现之间的关系。
