Department of Psychology, University of Iowa, Iowa City, IA 52240, USA.
Dev Psychol. 2013 Jul;49(7):1348-65. doi: 10.1037/a0029839. Epub 2012 Aug 27.
Early reading abilities are widely considered to derive in part from statistical learning of regularities between letters and sounds. Although there is substantial evidence from laboratory work to support this, how it occurs in the classroom setting has not been extensively explored; there are few investigations of how statistics among letters and sounds influence how children actually learn to read or what principles of statistical learning may improve learning. We examined 2 conflicting principles that may apply to learning grapheme-phoneme-correspondence (GPC) regularities for vowels: (a) variability in irrelevant units may help children derive invariant relationships and (b) similarity between words may force children to use a deeper analysis of lexical structure. We trained 224 first-grade students on a small set of GPC regularities for vowels, embedded in words with either high or low consonant similarity, and tested their generalization to novel tasks and words. Variability offered a consistent benefit over similarity for trained and new words in both trained and new tasks.
早期阅读能力被广泛认为部分源自于对字母和音素之间的规律进行统计学习。虽然实验室工作提供了大量支持这一观点的证据,但它在课堂环境中是如何发生的尚未得到广泛探索;关于字母和音素之间的统计数据如何影响儿童实际学习阅读,或者哪些统计学习原则可以提高学习效果,研究甚少。我们研究了可能适用于学习语音字母对应(GPC)元音规则的两个相互冲突的原则:(a)无关单元的可变性可能有助于儿童得出不变关系,以及(b)单词之间的相似性可能迫使儿童对词汇结构进行更深入的分析。我们在包含高或低辅音相似性的单词中,对 224 名一年级学生进行了一组小的元音 GPC 规则的训练,并测试了他们对新任务和单词的泛化能力。在训练和新任务中,可变性在训练和新单词中都为一致性提供了一致的益处,而相似性则没有。