Stuart M
Birkbeck College, University of London, UK.
Br J Psychol. 1990 May;81 ( Pt 2):135-46. doi: 10.1111/j.2044-8295.1990.tb02351.x.
Current theories of reading development (e.g. Frith, 1985) propose an initial logographic phase in which printed word recognition is based on salient visual features of the print. An alternative proposition (Stuart & Coltheart, 1988) is that phonologically skilled beginning readers might be able to set up word recognition units from their phonological analyses of spoken words, and their knowledge of correspondences between sounds and letters. Neither view is supported by the present study. It is shown in a series of experiments that phonological knowledge is indeed helpful even to pre-reading children asked to discriminate printed targets from distractors in an auditory-visual matching task. However, this effect occurs for non-words as well as words and pseudohomophones, suggesting the operation of a non-lexical rule-based system rather than the establishment of word recognition units.
当前的阅读发展理论（如弗里思，1985年）提出了一个初始的象形文字阶段，在这个阶段，印刷文字的识别基于印刷品的显著视觉特征。另一种观点（斯图尔特和科尔特哈特，1988年）认为，语音能力较强的初学者可能能够通过对口语单词的语音分析以及他们对声音和字母对应关系的了解来建立单词识别单元。本研究均不支持这两种观点。一系列实验表明，即使是在视听匹配任务中被要求区分印刷目标和干扰物的学前儿童，语音知识也确实有帮助。然而，这种效应在非单词、单词和假同音字中都出现了，这表明存在一个基于非词汇规则的系统在起作用，而不是单词识别单元的建立。
