Institute of Psychology, University of Graz, Graz, Austria.
BioTechMed-Graz, Graz, Austria.
Q J Exp Psychol (Hove). 2021 Dec;74(12):2075-2083. doi: 10.1177/17470218211018438. Epub 2021 May 19.
While reading is among the most important and well-researched topics of developmental psychology, sublexical regularities and how these regularities relate to reading skills have attracted less interest so far. This study tested general orthographic knowledge (GOK) using an indirect reaction time (RT)-based task, in which participants had to detect letters appearing within frequent and infrequent letter clusters. The aim of the method was to minimise the roles of phonological activation and metalinguistic decision. Three different age-groups of German-speaking individuals were tested: first graders ( = 60), third graders ( = 68), and adults ( = 44). Orthographic regularity affected RTs in all three groups, with significantly lower RTs for frequent than for infrequent clusters. The indirect measure of GOK did not show an association with reading measures in first graders and adults, but in the case of third graders it explained variance over and above age and phonological skills. This study provides evidence for phonology-independent GOK, at least in third graders.
虽然阅读是发展心理学中最重要和研究最多的课题之一，但迄今为止，次词汇规则以及这些规则如何与阅读技能相关，还没有引起太多的关注。本研究使用基于间接反应时间 (RT) 的任务测试了一般正字法知识 (GOK)，参与者必须在常见和不常见的字母簇中检测出现的字母。该方法的目的是最小化语音激活和元语言决策的作用。我们测试了三个不同年龄组的德语使用者：一年级学生（ = 60）、三年级学生（ = 68）和成年人（ = 44）。正字法规则在所有三个组中都影响 RT，常见的簇比不常见的簇的 RT 明显更低。GOK 的间接测量与一年级学生和成年人的阅读测量没有关联，但对于三年级学生，它解释了除年龄和语音技能之外的方差。这项研究提供了至少在三年级学生中存在与语音无关的 GOK 的证据。
