Beyersmann Elisabeth, Wegener Signy, Pescuma Valentina N, Nation Kate, Colenbrander Danielle, Castles Anne
Department of Cognitive Science, School of Psychological Sciences, Macquarie University, Sydney, NSW, Australia.
Macquarie University Centre for Reading, Macquarie University, Sydney, NSW, Australia.
Q J Exp Psychol (Hove). 2023 Jun;76(6):1321-1332. doi: 10.1177/17470218221113949. Epub 2022 Aug 1.
Do readers benefit from their knowledge of the phonological form and meaning of stems when seeing them embedded in morphologically complex words for the first time in print? This question was addressed using a word learning paradigm. Participants were trained on novel spoken word stems and their meanings ("tump"). Following training, participants then saw the novel stems for the first time in print, either in combination with a real affix () or with a non-affix (). Untrained items were also included to test whether the affix effect was modulated by the prior training of the spoken word stems. First, the complex words were embedded in meaningful sentences which participants read as their eye movements were recorded (first orthographic exposure). Second, participants were asked to read aloud and spell each individual complex novel word (second orthographic exposure). Participants spent less time fixating on words that included trained stems compared with untrained stems. However, the training effect did not change depending on whether stems were accompanied by a real affix or a non-affix. In the reading aloud and spelling tasks, there was no effect of training, suggesting that the effect of oral vocabulary training did not extend beyond the initial print exposure. The results indicate that familiarity with spoken stems influences how complex words containing those stems are processed when being read for the first time. Our findings highlight the flexibility and adaptability of the morphological processing system to novel complex words during the first print exposure.
当读者首次在印刷品中看到词干嵌入形态复杂的单词时，他们对词干的语音形式和意义的了解是否会有所帮助？这个问题通过一个单词学习范式来探讨。参与者接受了关于新的口语词干及其含义（“tump”）的训练。训练后，参与者首次在印刷品中看到这些新的词干，它们要么与一个真正的词缀（）组合，要么与一个非词缀（）组合。还包括未训练的项目，以测试词缀效应是否受到口语词干先前训练的调节。首先，将这些复杂的单词嵌入有意义的句子中，让参与者阅读，同时记录他们的眼动（首次正字法暴露）。其次，要求参与者大声朗读并拼写每个单独的复杂新单词（第二次正字法暴露）。与未训练的词干相比，参与者注视包含已训练词干的单词的时间更少。然而，训练效果并不会因词干是否伴有真正的词缀或非词缀而改变。在大声朗读和拼写任务中，没有训练效果，这表明口语词汇训练的效果并没有超出最初的印刷品暴露。结果表明，对口语词干的熟悉程度会影响首次阅读包含这些词干的复杂单词时的处理方式。我们的研究结果突出了形态加工系统在首次印刷品暴露期间对新的复杂单词的灵活性和适应性。
