Department of Psychology, Royal Holloway, University of London.
J Exp Psychol Gen. 2018 Jan;147(1):36-61. doi: 10.1037/xge0000380.
Research seeking to uncover the mechanisms by which we read aloud has focused almost exclusively on monosyllabic items presented in isolation. Consequently, important challenges that arise when considering polysyllabic word reading, such as stress assignment, have been ignored, while little is known about how important sentence-level stress cues, such as syntax and rhythm, may influence word reading aloud processes. The present study seeks to fill these gaps in the literature by (a) documenting the individual influences of major sublexical cues that readers use to assign stress in single-word reading in English and (b) determining how these cues may interact with contextual stress factors in sentence reading. In Experiments 1, 2, and 3 we investigated the effects of prefixation, orthographic weight (i.e., number of letters in a syllable), and vowel length on stress assignment by asking participants to read aloud carefully-constructed nonwords that varied on the presence of these cues. Results revealed individual effects of all three cues on the assignment of second-syllable stress. In Experiment 4, we tested the effects of these cues on stress assignment in the context of sentence reading. Results showed that sublexical cues influenced stress assignment over and above higher-level syntactic and rhythmic cues. We consider these findings in the framework of extant rule-based, distributed-connectionist, and Bayesian approaches to stress assignment in reading aloud, and we discuss their applications to understanding reading development and acquired and developmental reading disorders. (PsycINFO Database Record
研究旨在揭示我们朗读的机制，这些研究几乎完全集中在孤立呈现的单音节项目上。因此，当考虑多音节单词阅读时出现的重要挑战，如重音分配，已经被忽略了，而对于像句法和节奏这样的重要句子层面的重音线索如何影响单词朗读过程，我们知之甚少。本研究旨在通过以下两个方面填补文献中的空白：（a）记录读者在英语单字阅读中分配重音时使用的主要次音线索的个体影响；（b）确定这些线索如何与句子阅读中的上下文重音因素相互作用。在实验 1、2 和 3 中，我们通过要求参与者朗读精心构建的非单词来研究前缀、正字法重量（即一个音节中的字母数）和元音长度对重音分配的影响，这些非单词在这些线索的存在上有所不同。结果表明，所有三个线索都对第二音节重音的分配产生了个体影响。在实验 4 中，我们测试了这些线索在句子阅读中对重音分配的影响。结果表明，次音线索的影响超过了更高层次的句法和节奏线索。我们在现有的基于规则、分布式连接主义和贝叶斯阅读朗读重音分配方法的框架中考虑这些发现，并讨论它们在理解阅读发展以及获得性和发展性阅读障碍方面的应用。
