Daneman M, Reingold E
Department of Psychology, Erindale College, University of Toronto, Mississauga, Ontario, Canada.
Can J Exp Psychol. 1993 Jun;47(2):153-78. doi: 10.1037/h0078818.
Evidence for phonological recoding during reading has depended on paradigms requiring readers to make some response in addition to reading (e.g., proofreading, concurrent speaking). Our subjects simply read text for comprehension, and their eye movements were monitored for spontaneous disruptions when encountering homophonic errors (e.g., He wore blew jeans.) versus nonhomophonic errors (e.g., He wore blow jeans.). Eye fixation behaviour revealed that readers initially experienced as much difficulty when encountering a homophonic error as a nonhomophonic one; however homophony facilitated the recovery process, at least for homophones that shared the same length as their context correct mates (e.g., blew/blue but not war/wore). The results support a theory of lexical access in which phonological sources of activation and influence are delayed relative to orthographic sources, rather than a theory in which phonological codes predominate.
阅读过程中语音再编码的证据依赖于一些范式，这些范式要求读者除了阅读之外还要做出一些反应（例如，校对、同时说话）。我们的受试者只是为了理解而阅读文本，并且在他们遇到同音异形错误（例如，He wore blew jeans.）与非同音异形错误（例如，He wore blow jeans.）时，监测他们的眼球运动以观察自发的干扰。眼球注视行为表明，读者在遇到同音异形错误时最初所经历的困难与遇到非同音异形错误时一样多；然而，同音现象促进了恢复过程，至少对于那些与上下文正确匹配的词长度相同的同音异形词来说是这样（例如，blew/blue，但不是war/wore）。这些结果支持了一种词汇通达理论，即相对于正字法来源，语音激活和影响的来源是延迟的，而不是语音编码占主导的理论。
