Zhao Jingjing, Li Tong, Elliott Mark A, Rueckl Jay G
School of Psychology, Shaanxi Normal University and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi'an, Shaanxi, China.
Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA and Haskins Laboratories, New Haven, CT, USA.
Sci Stud Read. 2018;22(3):191-208. doi: 10.1080/10888438.2017.1414219. Epub 2017 Dec 27.
This paper reports two experiments in which the artificial orthography paradigm was used to investigate the mechanisms underlying learning to read. In each experiment, participants were taught the meanings and pronunications of words written in an unfamiliar orthography and the statistical structure of the mapping between written and spoken forms (O-P) was manipulated independently of the mapping between written forms and their meanings (O-S). Our results support three main conclusions. First, the statistical structure of O-P and O-S mappings determined how easily each of those mappings was learned, suggesting that the learning of both mappings engages a common statistical learning mechnism. Second, learning to read is a cooperative process, in that learning in any particular component of the reading system is influenced by knowledge stored in the rest of the system. Finally, knowledge of sublexical regularities can be acquired as the result of exposure to words embodying those regularities.
本文报告了两项实验，其中使用人工拼写范式来研究阅读学习背后的机制。在每个实验中，参与者学习了用陌生拼写方式书写的单词的含义和发音，并且书面形式与口语形式之间映射的统计结构（O-P）与书面形式及其含义之间的映射（O-S）是独立操纵的。我们的结果支持三个主要结论。第一，O-P和O-S映射的统计结构决定了这些映射中每一个的学习难易程度，这表明两种映射的学习都涉及一种共同的统计学习机制。第二，阅读学习是一个协作过程，因为阅读系统中任何特定组件的学习都会受到系统其他部分所存储知识的影响。最后，通过接触体现这些规律的单词，可以获得次词汇规律的知识。
