Lahoud Hend, Share David L, Shechter Adi
Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel.
Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.
Front Psychol. 2023 Jul 7;14:1052755. doi: 10.3389/fpsyg.2023.1052755. eCollection 2023.
Previous studies examining the link between visual word recognition and eye movements have shown that eye movements reflect the time-course of cognitive processes involved in reading. Whereas most studies have been undertaken in Western European languages written in the Roman alphabet, the present developmental study investigates a non-European language-Hebrew, which is written in a non-alphabetic (abjadic) script. We compared the eye-movements of children in Grades 4 to 6 ( = 30) and university students ( = 30) reading familiar real words and unfamiliar (pseudo)words of 3 letters and 5 letters in length. Using linear mixed models, we focused on the effects of word familiarity, word length, and age group. Our results highlight both universal aspects of word reading (developmental and familiarity (lexicality) effects) as well as language-specific word length effect which appears to be related to the unique morphological and orthographic features of the Semitic abjad.
以往关于视觉单词识别与眼动之间联系的研究表明，眼动反映了阅读过程中认知过程的时间进程。尽管大多数研究是针对用罗马字母书写的西欧语言进行的，但本发展性研究调查的是一种非欧洲语言——希伯来语，它采用非字母（辅音音素文字）书写系统。我们比较了四年级至六年级儿童（(n = 30)）和大学生（(n = 30)）阅读长度为3个字母和5个字母的熟悉实词和不熟悉（假）词时的眼动情况。使用线性混合模型，我们重点关注了单词熟悉度、单词长度和年龄组的影响。我们的研究结果突出了单词阅读的普遍方面（发展和熟悉度（词汇性）影响）以及特定于语言的单词长度影响，这似乎与闪米特辅音音素文字独特的形态和正字法特征有关。
