Burt Jennifer S, Long Julia
School of Psychology, University of Queensland QLD 4072, Australia.
Can J Exp Psychol. 2011 Sep;65(3):214-28. doi: 10.1037/a0023708.
In Experiment 1, 62 10-year-old children studied printed pseudowords with semantic information. The items were later represented in a different format for reading, with half of the items spelled in the same way as before and half displayed in a new phonologically equivalent spelling. In a dictation test, the exposure to an alternative spelling substantially increased the number of errors that matched the alternative spelling, especially in good spellers. Orthographic learning predicted word identification when accuracy on orthographic choice for words was controlled. In Experiment 2, the effects on dictation responses of exposure to a misspelling versus the correct spelling, and the interactive effect of spelling ability, were confirmed relative to a no-exposure control in adults. The results support a single-lexicon view of reading and spelling and have implications for abstractionist and instance-based theories of orthographic representations.
在实验1中，62名10岁儿童学习了带有语义信息的印刷假词。这些项目后来以不同的格式呈现用于阅读，其中一半项目的拼写与之前相同，另一半则以新的语音等效拼写显示。在听写测试中，接触替代拼写会大幅增加与替代拼写匹配的错误数量，尤其是在拼写能力较好的儿童中。当控制了单词拼写选择的准确性时，正字法学习能够预测单词识别。在实验2中，相对于未接触的成年人对照组，证实了接触错误拼写与正确拼写对听写反应的影响以及拼写能力的交互作用。这些结果支持了阅读和拼写的单词典观点，并对正字法表征的抽象主义和基于实例的理论具有启示意义。
