Department of Psychology.
School of Psychology.
J Exp Psychol Learn Mem Cogn. 2021 Jul;47(7):1186-1203. doi: 10.1037/xlm0000989. Epub 2021 Feb 4.
Previous studies exploring the cost of reading sentences with words that have two transposed letters in adults showed that initial letter transpositions caused the most disruption to reading, indicating the important role that initial letters play in lexical identification (e.g., Rayner et al., 2006). Regarding children, it is not clear whether differences in reading ability would affect how they encode letter position information as they attempt to identify misspelled words in a reading-like task. The aim of this experiment was to explore how initial-letter position information is encoded by children compared to adults when reading misspelled words, containing transpositions, during a reading-like task. Four different conditions were used: control (words were correctly spelled), TL12 (letters in first and second positions were transposed), TL13 (letters in first and third positions were transposed), and TL23 (letters in second and third positions were transposed). Results showed that TL13 condition caused the most disruption, whereas TL23 caused the least disruption to reading of misspelled words. Although disruption for the TL13 condition was quite rapid in adults, the immediacy of disruption was less so for the TL23 and TL12 conditions. For children, effects of transposition also occurred quite rapidly but were longer lasting. The time course was particularly extended for the less skilled relative to the more skilled child readers. This pattern of effects suggests that both adults and children with higher, relative to lower, reading ability encode internal letter position information more flexibly to identify misspelled words, with transposed letters, during a reading-like task. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
先前的研究探索了成年人阅读两个字母换位单词的成本，结果表明，首字母换位对阅读的干扰最大，这表明首字母在词汇识别中起着重要作用（例如，Rayner 等人，2006）。对于儿童，尚不清楚阅读能力的差异是否会影响他们在阅读类似任务中尝试识别拼写错误的单词时如何编码字母位置信息。本实验的目的是探索儿童在阅读类似任务中识别拼写错误的单词时，与成年人相比，如何编码首字母位置信息，这些单词包含字母换位。使用了四种不同的条件：对照（单词拼写正确）、TL12（第一个和第二个位置的字母换位）、TL13（第一个和第三个位置的字母换位）和 TL23（第二个和第三个位置的字母换位）。结果表明，TL13 条件造成的干扰最大，而 TL23 条件对拼写错误单词的阅读造成的干扰最小。虽然 TL13 条件对成年人的干扰很快，但 TL23 和 TL12 条件的干扰则不太迅速。对于儿童来说，换位的影响也很快发生，但持续时间更长。相对于阅读能力较高的儿童，相对阅读能力较低的儿童的时间进程尤其延长。这种影响模式表明，阅读能力较高的成年人和儿童在阅读类似任务中，对内部字母位置信息的编码更加灵活，以识别拼写错误的单词和包含换位的字母。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
