Bosman A M, de Groot A M
University of Amsterdam, The Netherlands.
Q J Exp Psychol A. 1996 Aug;49(3):715-44. doi: 10.1080/713755641.
Three tasks were employed to investigate the role of assembled phonology in beginning readers. In two proofreading tasks, children had more trouble finding pseudohomophone misspellings (stimuli with phonology identical to that of a word) than control misspellings (stimuli that do not share their phonology with a word). In a lexical-decision task, they had more trouble deciding that pseudohomophone misspellings were non-words than deciding that control misspellings were non-words. Finally, in a semantic-categorization task, children had more trouble rejecting pseudohomophone misspellings as a member of a designated category than rejecting control misspellings. Differences between more and less advanced readers occurred, but they need not be attributed to differential use of phonology in word recognition. Instead, they were explained in terms of a difference between reader groups in spelling-verification efficiency. The results of the present studies on beginning reading parallel studies on skilled reading by Van Orden et al. (1992). The main conclusion was that assembled phonology plays an important role in word recognition in beginning readers.
采用了三项任务来研究拼合语音在初读者中的作用。在两项校对任务中，与控制组拼写错误（与单词没有相同语音的刺激）相比，儿童在找出假同音字拼写错误（语音与单词相同的刺激）时遇到更多困难。在一项词汇判断任务中，与判断控制组拼写错误不是单词相比，他们在判断假同音字拼写错误不是单词时遇到更多困难。最后，在一项语义分类任务中，与拒绝控制组拼写错误作为指定类别中的一员相比，儿童在拒绝假同音字拼写错误作为指定类别中的一员时遇到更多困难。阅读能力较强和较弱的读者之间存在差异，但这些差异不一定归因于在单词识别中对语音的不同运用。相反，这些差异是根据读者群体在拼写验证效率上的差异来解释的。本研究关于初读者阅读的结果与范·奥登等人（1992年）关于熟练阅读者的研究结果相似。主要结论是，拼合语音在初读者的单词识别中起着重要作用。
