San Diego State University, San Diego, CA, USA.
University of California, San Diego, La Jolla, CA, USA.
Psychon Bull Rev. 2020 Feb;27(1):15-23. doi: 10.3758/s13423-019-01647-0.
Throughout their lifetime, adults learn new words in their native lannguage, and potentially also in a second language. However, they do so with variable levels of success. In the auditory word learning literature, some of this variability has been attributed to phonological skills, including decoding and phonological short-term memory. Here I examine how the relationship between phonological skills and word learning applies to the visual modality. I define the availability of phonology in terms of (1) the extent to which it is biased by the learning environment, (2) the characteristics of the words to be learned, and (3) individual differences in phonological skills. Across these three areas of research, visual word learning improves when phonology is made more available to adult learners, suggesting that phonology can facilitate learning across modalities. However, the facilitation is largely specific to alphabetic languages, which have predictable sublexical correspondences between orthography and phonology. Therefore, I propose that phonology bootstraps visual word learning by providing a secondary code that constrains and refines developing orthographic representations.
在整个生命周期中，成年人会在母语和第二语言中学习新单词，但他们的学习效果因人而异。在听觉单词学习文献中，这种可变性部分归因于语音技能，包括解码和语音短期记忆。在这里，我研究了语音技能与单词学习之间的关系如何适用于视觉模式。我根据以下三个方面来定义语音的可用性：（1）学习环境对语音的影响程度，（2）要学习的单词的特征，以及（3）语音技能的个体差异。在这三个研究领域中，当语音对成年学习者更可用时，视觉单词学习会得到改善，这表明语音可以促进跨模式学习。然而，这种促进作用主要局限于有字母的语言，因为这些语言的正字法和语音之间存在可预测的次音位对应关系。因此，我提出语音通过提供约束和完善正在发展的正字法表示的辅助代码来引导视觉单词学习。
