Treiman R, Broderick V
Department of Psychology, Wayne State University, Detroit 48202, USA.
J Exp Child Psychol. 1998 Aug;70(2):97-116. doi: 10.1006/jecp.1998.2448.
Two studies were performed to determine whether children's experiences with their own names boost their knowledge about the components of the name, the letters. The children in Study One showed a significant superiority for the initial letter of their own first name in tests of letter-name, but not letter-sound, knowledge. This pattern was found for Australian first graders (mean age 5 years, 5 months), U.S. kindergartners (mean age 5 years, 8 months), and U.S. preschoolers (mean age 4 years, 10 months). Study Two, with U.S. preschoolers (mean age 4 years, 11 months), again revealed an advantage for the initial letter of a child's first name in knowledge of letter names but not knowledge of letter sounds. Moreover, the children were better at printing the initial letter of their own first name than other letters. The results show that different factors are involved in the learning of letter names and letter sounds. They further suggest that children use letter-based strategies with their own names at a time when they are often considered to be "logographic" readers.
进行了两项研究，以确定儿童对自己名字的体验是否能增强他们对名字组成部分即字母的了解。在第一项研究中，孩子们在字母名称测试中，对自己名字的首字母表现出显著优势，但在字母发音知识测试中并非如此。澳大利亚一年级学生（平均年龄5岁5个月）、美国幼儿园儿童（平均年龄5岁8个月）和美国学龄前儿童（平均年龄4岁10个月）均呈现出这种模式。在第二项研究中，美国学龄前儿童（平均年龄4岁11个月）再次在字母名称知识方面表现出对自己名字首字母的优势，而非字母发音知识方面。此外，孩子们在书写自己名字的首字母时比书写其他字母更出色。结果表明，字母名称学习和字母发音学习涉及不同因素。这些结果进一步表明，在孩子们通常被认为是“象形文字”读者的时候，他们就已经在使用基于字母的策略来处理自己的名字了。
