Taha Haitham
The Cognitive Lab for Learning and Reading Research, Sakhnin College for Teacher Education, P.O. Box 100, Sakhnin, Israel.
The Graduate Program for Learning Disabilities, Sakhnin College for Teacher Education, Sakhnin, Israel.
Cogn Process. 2019 Aug;20(3):333-337. doi: 10.1007/s10339-019-00915-0. Epub 2019 Mar 20.
In the current study, the role of semantic activation in the process of word recognition was investigated among native Arab readers. Twenty-nine typical readers in third grade were tested in reading three lists of pseudowords. Each list consisted of thirty pseudowords (lists A, B and C). Each word in list A was matched with a real meaning, and each participant was trained during eight training sessions to learn the meanings of the pseudowords (the semantic list). For list B, the participants were exposed only to the phonological pronunciation of each word during eight phonological training sessions. List "C" was not used for trained at all, and the participants were not exposed to this list either semantically or phonologically. The training processes occurred aloud, and the participants were not exposed to the orthographic pattern of any pseudoword. The results showed that reading the semantic pseudowords revealed the highest accuracy levels and shorter reading times compared to reading the pseudowords from the phonological training trial and the unfamiliar pseudowords. The results support the assumption about the role of semantic activation in word recognition and shed light on the importance of vocabulary knowledge to the process of reading new words.
在当前的研究中，我们调查了语义激活在以阿拉伯语为母语的读者单词识别过程中的作用。对29名三年级的典型读者进行了测试，让他们阅读三个假词列表。每个列表包含30个假词（列表A、B和C）。列表A中的每个单词都与一个真实含义相匹配，并且在八个训练环节中，每个参与者都接受训练以学习这些假词的含义（语义列表）。对于列表B，在八个语音训练环节中，参与者仅接触每个单词的语音发音。列表“C”根本不用于训练，参与者在语义或语音方面也未接触此列表。训练过程是大声进行的，参与者未接触任何假词的拼写模式。结果表明，与阅读语音训练试验中的假词和不熟悉的假词相比，阅读语义假词的准确率最高，阅读时间也更短。这些结果支持了关于语义激活在单词识别中作用的假设，并揭示了词汇知识对阅读新单词过程的重要性。
