Department of Psychological Sciences, Kent State University, P.O. Box 5190, Kent, OH, 44242, USA.
J Psycholinguist Res. 2022 Oct;51(5):1101-1120. doi: 10.1007/s10936-022-09886-4. Epub 2022 May 10.
The current study investigated whether semantic (meaning) knowledge benefits learning orthography (spelling). Adult readers read 14 novel non-words embedded in sentences with informative or uninformative context. Orthographic and semantic posttests assessed learning. In E1, results indicated that the relationship between context and orthographic accuracy was moderated by spelling frequency. In E2, all novel words had low-frequency spelling bodies. The results did not show a main effect of access to meaning on learning spelling, but they did reveal a strong association between learning spelling and meaning. In E3, participants received fewer exposures to increase the task difficulty. There was no main effect of access to words' meaning on learning spellings, but there were strong associations between orthographic and semantic posttest accuracy. These findings indicate that teaching words' spellings and meanings independently of one another may not be the most beneficial means of learning new words.
本研究旨在探讨语义（意义）知识是否有助于学习正字法（拼写）。成年读者阅读了 14 个嵌入在有信息或无信息语境的句子中的新的非单词。正字法和语义后测评估了学习效果。在 E1 中，结果表明，语境与拼写准确性之间的关系受到拼写频率的调节。在 E2 中，所有新单词的拼写体都很低频。结果并未显示出词义通达对拼写学习的主要影响，但确实揭示了拼写和词义之间的强烈关联。在 E3 中，参与者接受的暴露次数较少，以增加任务难度。词义通达对拼写学习没有主效应，但正字法和语义后测准确性之间存在很强的关联。这些发现表明，独立教授单词的拼写和词义可能不是学习新单词最有效的方法。
