McNorgan Chris, Chabal Sarah, O'Young Daniel, Lukic Sladjana, Booth James R
Department of Communications Sciences and Disorders, Northwestern University, USA; Department of Psychology, University at Buffalo, The State University of New York, USA.
Department of Communications Sciences and Disorders, Northwestern University, USA.
Neuropsychologia. 2015 Jan;67:148-58. doi: 10.1016/j.neuropsychologia.2014.12.014. Epub 2014 Dec 15.
Models of reading must explain how orthographic input activates a phonological representation, and elicits the retrieval of word meaning from semantic memory. Comparisons between tasks that theoretically differ with respect to the degree to which they rely on connections between orthographic, phonological and semantic systems during reading can thus provide valuable insight into models of reading, but such direct comparisons are not well-represented in the literature. An ALE meta-analysis explored lexicality effects directly contrasting words and pseudowords using the lexical decision task and overt or covert naming, which we assume rely most on the semantic and phonological systems, respectively. Interactions between task and lexicality effects demonstrate that different demands of the lexical decision and naming tasks lead to different manifestations of lexicality effects.
阅读模型必须解释正字法输入如何激活语音表征，并从语义记忆中引发词义的检索。因此，在理论上，阅读任务之间在阅读过程中依赖正字法、语音和语义系统之间联系的程度有所不同，对这些任务进行比较可以为阅读模型提供有价值的见解，但这种直接比较在文献中并未得到充分体现。一项激活可能性估计（ALE）元分析使用词汇判断任务以及公开或隐蔽命名直接对比了单词和假词的词汇性效应，我们假设这两种任务分别最依赖语义和语音系统。任务与词汇性效应之间的相互作用表明，词汇判断任务和命名任务的不同要求会导致词汇性效应的不同表现。
