Coventry University, Coventry, UK.
Br J Dev Psychol. 2013 Jun;31(Pt 2):198-211. doi: 10.1111/bjdp.12000. Epub 2012 Oct 9.
Conceptualizing the underlying representations and cognitive mechanisms of children's spelling development is a key challenge for literacy researchers. Using the Representational Redescription model (Karmiloff-Smith), Critten, Pine and Steffler (2007) demonstrated that the acquisition of phonological and morphological knowledge may be underpinned by increasingly explicit levels of spelling representation. However, their proposal that implicit representations may underlie early 'visually based' spelling remains unresolved. Children (N = 101, aged 4-6 years) were given a recognition task (Critten et al., 2007) and a novel production task, both involving verbal justifications of why spellings are correct/incorrect, strategy use and word pattern similarity. Results for both tasks supported an implicit level of spelling characterized by the ability to correctly recognize/produce words but the inability to explain operational strategies or generalize knowledge. Explicit levels and multiple representations were also in evidence across the two tasks. Implications for cognitive mechanisms underlying spelling development are discussed.
概念化儿童拼写发展的潜在表现和认知机制是读写研究人员面临的一个关键挑战。使用代表性重述模型（Karmiloff-Smith），Critten、Pine 和 Steffler（2007）证明，语音和形态知识的习得可能以越来越明确的拼写表现水平为基础。然而，他们关于隐性表现可能是早期“基于视觉”拼写的基础的假设仍未得到解决。研究人员（N=101，年龄 4-6 岁）进行了一项识别任务（Critten 等人，2007 年）和一项新的生产任务，都涉及口头解释拼写正确/错误的原因、策略使用和单词模式相似性。这两个任务的结果都支持了拼写的隐性水平，表现为能够正确识别/产生单词，但无法解释操作策略或推广知识。在这两个任务中也可以看到显性水平和多种表现形式。讨论了对拼写发展背后的认知机制的影响。
