Deutsch A, Bentin S
School of Education, Hebrew University, Jerusalem, Israel.
J Exp Child Psychol. 1996 Nov;63(2):386-415. doi: 10.1006/jecp.1996.0055.
Syntactic context effects on the identification of spoken words, and the involvement of attention in mediating these effects, were examined in seventh-grade children with reading disabilities and children who were good readers. The subjects were asked to identify target words that were masked by white noise. All targets were final words embedded in unveiled sentences. Relative to a syntactically neutral context, the identification of targets whose morpho-syntactic structure was congruent with the context was facilitated and the identification of syntactically incongruent targets was inhibited. Reading-disabled children were less inhibited by syntactic incongruence than good readers. Presenting congruent and incongruent sentences in separate blocks reduced the amount of inhibition in good readers while having no effect on the reading-disabled. The percentage of correct identification of incongruent targets in the mixed presentation condition was larger for reading-disabled than for good readers, whereas in the blocked presentation condition the percentage of correct identification was equal across groups. The amount of facilitation was not affected by blocking the congruent and incongruent conditions, and was equal across reading groups. It is concluded that, in both reading groups, the syntactic structure of the context triggers a process of anticipation for particular syntactic categories which is based on a basic assumption that linguistic messages are syntactically coherent. Reading-disabled children are, however, less aware of this process and therefore less affected when the syntactic expectations are not fulfilled.
研究了句法语境对口语单词识别的影响，以及注意力在介导这些影响中的作用，研究对象为患有阅读障碍的七年级儿童和阅读能力良好的儿童。要求受试者识别被白噪声掩盖的目标单词。所有目标都是嵌入未揭示句子中的最后一个单词。相对于句法中性语境，形态句法结构与语境一致的目标单词的识别得到促进，而句法不一致的目标单词的识别受到抑制。与阅读能力良好的儿童相比，患有阅读障碍的儿童受句法不一致的抑制作用较小。将一致和不一致的句子分块呈现减少了阅读能力良好的儿童的抑制量，而对患有阅读障碍的儿童没有影响。在混合呈现条件下，患有阅读障碍的儿童对不一致目标单词的正确识别百分比高于阅读能力良好的儿童，而在分块呈现条件下，各组的正确识别百分比相等。促进量不受一致和不一致条件分块的影响，且在不同阅读组中相等。研究得出结论，在两个阅读组中，语境的句法结构都会触发对特定句法类别的预期过程，这一过程基于语言信息在句法上是连贯的这一基本假设。然而，患有阅读障碍的儿童对这一过程的意识较弱，因此当句法预期未得到满足时受到的影响较小。
