Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology and Education (Beijing Normal University), Faculty of Psychology, Beijing Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, People's Republic of China; Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742, USA.
Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology and Education (Beijing Normal University), Faculty of Psychology, Beijing Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, People's Republic of China.
J Exp Child Psychol. 2020 Nov;199:104913. doi: 10.1016/j.jecp.2020.104913. Epub 2020 Jul 16.
According to the self-teaching hypothesis, children can self-teach new written words via phonological recoding-translating written words into their verbal pronunciations. Moreover, learning words in meaningful story contexts supports learning when phonological recoding is reduced (e.g., when encountering irregular words). The current study tested the self-teaching hypothesis in Chinese-a non-alphabetic writing system. Native Mandarin-speaking second graders read either 16 stories (story context; n = 33) or word lists (without context; n = 34) under the conditions of allowed phonological recoding (reading aloud) or reduced phonological recoding (viewing while repeatedly naming a meaningless letter sequence b p m f). Each story and word list included one target pseudo-character consisting of a phonetic radical and a semantic radical providing pronunciation and meaning cues, respectively, for the pseudo-character. The regularity of phonetic radicals of pseudo-characters (regular vs. irregular: providing full vs. no pronunciation cue) and the transparency of semantic radicals of pseudo-characters (transparent vs. opaque: providing complete vs. no meaning cue) were manipulated. The orthographic learning outcomes were measured using the character writing, orthographic choice, naming, and a semantic production task. Our results support a primary role of phonological recoding in orthographic learning. Moreover, regular phonetic radicals facilitate phonology-orthography association, whereas transparent semantic radicals support semantic-orthography mapping. In sum, we extended the self-teaching hypothesis to a non-alphabetic writing system and revealed the unique roles of phonetic and semantic radicals in orthographic learning.
根据自我教学假说，儿童可以通过语音转译（将书面文字转化为口头发音）来自我教授新的书面单词。此外，在有意义的故事语境中学习单词可以支持在减少语音转译（例如遇到不规则单词时）的情况下学习。本研究在中国（一种非字母书写系统）测试了自我教学假说。母语为普通话的二年级学生在允许语音转译（大声朗读）或减少语音转译（观看并反复说出一个无意义的字母序列 b p m f）的条件下阅读了 16 个故事（故事语境；n=33）或单词列表（无语境；n=34）。每个故事和单词列表都包含一个目标伪字符，由一个拼音部首和一个语义部首组成，分别为伪字符提供发音和意义提示。伪字符的拼音部首的规则性（规则与不规则：提供完整与无发音提示）和语义部首的透明性（透明与不透明：提供完整与无意义提示）被操纵。使用字符书写、正字法选择、命名和语义生成任务来衡量正字法学习结果。我们的结果支持语音转译在正字法学习中的主要作用。此外，规则的拼音部首有助于语音与正字法的联系，而透明的语义部首则支持语义与正字法的映射。总之，我们将自我教学假说扩展到了非字母书写系统，并揭示了拼音和语义部首在正字法学习中的独特作用。
