Sauval Karinne, Perre Laetitia, Casalis Séverine
LCLD, CRCN, Université Libre de Bruxelles, Brussels, Belgium; Cognitive and Affective Sciences Laboratory (SCALab), UMR CNRS 9193, University of Lille, Villeneuve d'Ascq, France.
Cognitive and Affective Sciences Laboratory (SCALab), UMR CNRS 9193, University of Lille, Villeneuve d'Ascq, France.
Acta Psychol (Amst). 2018 Jan;182:212-219. doi: 10.1016/j.actpsy.2017.12.002. Epub 2017 Dec 16.
Numerous studies have evidenced the involvement of the phonological code during visual word recognition not only in skilled adult readers but also in child readers. Moreover, in skilled adult readers, visual word processing has been shown to be sensitive to phonetic details such as phonemic features (e.g., manner of articulation, place of articulation, voicing and nasality in French) which are typically involved in phonological lexicon access during speech processing. In contrast, it is not known whether and when visual word recognition is affected by phonemic features during learning to read. The present study investigates this issue in third and fifth graders. A lexical decision task was performed in visual and auditory modalities. Targets were French words (e.g., piano [piano]) and pseudowords created from target words. Mismatching was on the first phoneme. There were one-feature phoneme mismatch pseudowords (e.g., tiano) and multiple-feature phoneme mismatch pseudowords (e.g., liano). The pseudowords were used as a marker of the sensitivity to phonemic features in phonological lexicon access. Phonemic feature effects were found in visual and auditory lexical decision tasks in both grades, indicating that phonological lexicon access involves phonemic features in print processing as in speech processing. In contrast, the absence of difference between both grades seems to indicate that this effect is independent of age or, more precisely, of phonological development and reading performance.
众多研究表明，在视觉单词识别过程中，语音代码不仅在成年熟练读者中发挥作用，在儿童读者中也是如此。此外，对于成年熟练读者而言，视觉单词处理已被证明对语音细节敏感，例如音位特征（如发音方式、发音部位、浊音和鼻音，以法语为例），这些特征在语音处理过程中通常参与语音词汇的检索。相比之下，在学习阅读过程中，视觉单词识别是否以及何时受到音位特征的影响尚不清楚。本研究针对三年级和五年级学生对这一问题进行了调查。通过视觉和听觉两种模态执行词汇判断任务。目标词为法语单词（如piano [钢琴]）以及由目标词创建的伪词。不匹配出现在首个音素上。存在单特征音素不匹配伪词（如tiano）和多特征音素不匹配伪词（如liano）。这些伪词被用作语音词汇检索中对音位特征敏感性的一个标志。在两个年级的视觉和听觉词汇判断任务中均发现了音位特征效应，这表明语音词汇检索在印刷处理中如同在语音处理中一样涉及音位特征。相比之下，两个年级之间没有差异这一点似乎表明这种效应与年龄无关，或者更确切地说，与语音发展和阅读表现无关。
