Hevia-Tuero Carmen, Incera Sara, Suárez-Coalla Paz
Laboratorio de Psicología del Lenguaje, Department of Psychology, University of Oviedo, Oviedo, Spain.
Multilingual Laboratory, Department of Psychology, Eastern Kentucky University, Richmond, KY, United States.
Front Psychol. 2022 Mar 24;13:803518. doi: 10.3389/fpsyg.2022.803518. eCollection 2022.
Children learning to read in two different orthographic systems are exposed to cross-linguistic interferences. We explored the effects of school (Monolingual, Bilingual) and grade (2nd, 4th, and 6th) on phonological activation during a visual word recognition task. Elementary school children from Spain completed a lexical decision task in English. The task included real words and pseudohomophones following Spanish or English phonological rules. Using the mouse-tracking paradigm, we analyzed errors, reaction times, and computer mouse movements. Children in the bilingual school performed better than children in the monolingual school. Children in higher grades performed better than children in lower grades. The interference effect of Spanish phonology was weak and became weaker in higher grades. Spanish children differentiate between first and second language grapheme-to-phoneme correspondences since early on in the educational process. In 6th grade, children from the bilingual school responded better to words and Spanish pseudohomophones, while children from the monolingual school were less distracted by the English pseudohomophones. Children in the bilingual school had stronger inhibition of Spanish (L1) phonology and stronger activation of English (L2) phonology. Instructional method plays an important role on the processing strategies Spanish children rely on when reading in English. School and grade influence the link between orthographic and phonological representations.
学习两种不同正字法系统的儿童会受到跨语言干扰。我们探讨了学校类型（单语、双语）和年级（二年级、四年级和六年级）对视觉单词识别任务中语音激活的影响。来自西班牙的小学生完成了一项英语词汇判断任务。该任务包括遵循西班牙语或英语语音规则的真词和假同音字。我们使用鼠标追踪范式分析了错误、反应时间和计算机鼠标移动情况。双语学校的儿童比单语学校的儿童表现更好。高年级的儿童比低年级的儿童表现更好。西班牙语语音的干扰作用较弱，且在高年级变得更弱。西班牙儿童在教育过程早期就能区分第一语言和第二语言的字形到音素对应关系。在六年级，双语学校的儿童对单词和西班牙语假同音字的反应更好，而单语学校的儿童受英语假同音字的干扰较小。双语学校的儿童对西班牙语（第一语言）语音的抑制更强，对英语（第二语言）语音的激活更强。教学方法对西班牙儿童用英语阅读时所依赖的加工策略起着重要作用。学校和年级会影响正字法和语音表征之间的联系。
