Álvarez-Cañizo Marta, Suárez-Coalla Paz, Cuetos Fernando
Departament of Psychology, University of Oviedo, Asturias, Spain.
J Child Lang. 2018 Jul;45(4):858-877. doi: 10.1017/S0305000917000514. Epub 2018 Feb 19.
Several studies have found that, after repeated exposure to new words, children form orthographic representations that allow them to read those words faster and more fluently. However, these studies did not take into account variables related to the words. The aim of this study was to investigate the influence of sublexical variables on the formation of orthographic representations of words by Spanish children. The first experiment used pseudo-words of varying syllabic structure and syllabic frequency. The stimuli for the second experiment were formed with or without context-dependent graphemes. We found that formation of orthographic representations was influenced by syllabic structure (easier for words with simple syllabic structure) and the context-dependency of graphemes (easier in the absence of context-dependent graphemes), but not syllabic frequency. These results indicate that the easier it is to read a word, the easier it is to form an orthographic representation of it.
多项研究发现，儿童在反复接触新单词后，会形成正字法表征，使他们能够更快、更流畅地阅读这些单词。然而，这些研究没有考虑与单词相关的变量。本研究的目的是调查次词汇变量对西班牙儿童单词正字法表征形成的影响。第一个实验使用了具有不同音节结构和音节频率的假词。第二个实验的刺激材料是在有或没有上下文相关字素的情况下形成的。我们发现，正字法表征的形成受音节结构（音节结构简单的单词更容易）和字素的上下文依赖性（没有上下文相关字素时更容易）影响，但不受音节频率影响。这些结果表明，一个单词越容易阅读，就越容易形成它的正字法表征。
