Pacton Sébastien, Afonso Jaco Amandine, Nys Marion, Foulin Jean Noël, Treiman Rebecca, Peereman Ronald
Department of Psychology, Université Paris Descartes, 92100 Boulogne Billancourt, France.
Department of Psychology, Université Paris Descartes, 92100 Boulogne Billancourt, France.
J Exp Child Psychol. 2018 Jul;171:71-83. doi: 10.1016/j.jecp.2018.02.003. Epub 2018 Mar 20.
We examined whether French children in Grades 3 and 5 (aged ∼ 8-11 years) benefit from morphological relatedness beyond orthographic relatedness in the implicit learning of new spellings. Children silently read stories that included two target nonwords. One nonword was in an opaque condition in that nothing in the story could justify the spelling of its final sound. The other nonword was in either a morphological condition (for children in the morphological group) or an orthographic condition (for children in the orthographic group). In the morphological condition, the final spelling of the target nonword was justified by two morphologically related nonwords. For example, coirardage, obtained by adding the suffixage to coirard, designates the coirard's song and justifies the final silentdofcoirard. The orthographic condition included two nonwords that were orthographically but not morphologically related to the target. For example, the coirard's song wascoirardume, obtained by addingume,which is not a suffix, tocoirard. Then, 30 min after reading the stories, children were asked to choose the correct spelling of each nonword from among three phonologically plausible alternatives (e.g.,coirard, coirars, coirar). In the morphological group, both third and fifth graders more often selected the correct spellings for items presented in the morphological condition than for items presented in the opaque condition. In the orthographic group, the results were very similar in the opaque and orthographic conditions.The findings show that the benefit of morphological relatedness in the implicit learning of new spellings cannot be reduced to orthographic relatedness.
我们研究了法国三年级和五年级（年龄约8至11岁）的儿童在新拼写的隐性学习中，除了正字法相关性之外，形态学相关性是否也有益处。孩子们默读包含两个目标非单词的故事。其中一个非单词处于不透明状态，即故事中没有任何内容能说明其最后一个音的拼写依据。另一个非单词处于形态学条件下（针对形态学组的儿童）或正字法条件下（针对正字法组的儿童）。在形态学条件下，目标非单词的最终拼写由两个形态学相关的非单词来解释。例如，coirardage是通过在coirard后添加后缀age得到的，它表示coirard的歌曲，这就解释了coirard最后不发音的d。正字法条件包括两个与目标在正字法上相关但在形态学上不相关的非单词。例如，coirard的歌曲是coirardume，它是通过在coirard后添加ume（ume不是后缀）得到的。然后，在读完故事30分钟后，要求孩子们从三个语音上合理的选项中选择每个非单词的正确拼写（例如，coirard、coirars、coirar）。在形态学组中，三年级和五年级学生对于处于形态学条件下的项目，比处于不透明条件下的项目，更常选择正确的拼写。在正字法组中，不透明条件和正字法条件下的结果非常相似。研究结果表明，在新拼写的隐性学习中，形态学相关性的益处不能简化为正字法相关性。
