Jared Debra, Ashby Jane, Agauas Stephen J, Levy Betty Ann
Department of Psychology, University of Western Ontario.
Department of Psychology, Central Michigan University.
J Exp Psychol Learn Mem Cogn. 2016 Apr;42(4):524-41. doi: 10.1037/xlm0000184. Epub 2015 Oct 5.
Three experiments examined the role of phonology in the activation of word meanings in Grade 5 students. In Experiment 1, homophone and spelling control errors were embedded in a story context and participants performed a proofreading task as they read for meaning. For both good and poor readers, more homophone errors went undetected than spelling control errors. In Experiments 2 and 3, homophone and spelling control errors were in sentence contexts. Experiment 2 used an online sentence verification task, and found that both good and poor readers were less accurate when sentences contained a homophone error than a spelling control error. Furthermore, a difference between the 2 types of sentences was observed even when participants were concurrently performing an articulation task. In Experiment 3, initial reading times were shorter on homophone errors than on spelling controls, and participants were less likely to make a regression from homophone errors than spelling controls. These experiments provide clear evidence that phonology makes an important contribution to the activation of word meanings in Grade 5 readers.
三项实验研究了语音学在五年级学生单词意义激活中的作用。在实验1中，同音异形异义词和拼写控制错误被嵌入到一个故事语境中，参与者在阅读以理解意义时执行校对任务。对于阅读能力强和阅读能力弱的学生来说，未被发现的同音异形异义词错误都比拼写控制错误更多。在实验2和实验3中，同音异形异义词和拼写控制错误出现在句子语境中。实验2使用了在线句子验证任务，发现当句子包含同音异形异义词错误时，阅读能力强和阅读能力弱的学生的准确率都低于句子包含拼写控制错误时的准确率。此外，即使参与者同时执行发音任务，也观察到了这两种类型句子之间的差异。在实验3中，同音异形异义词错误的初始阅读时间比拼写控制错误的初始阅读时间短，而且与拼写控制错误相比，参与者从同音异形异义词错误处回读的可能性更小。这些实验提供了明确的证据，表明语音学对五年级读者单词意义的激活做出了重要贡献。
