Orthographic and semantic processing in young readers.
Orthographic and semantic processing in young readers.
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年轻读者的拼写和语义处理。
DOI：
10.1111/j.1467-9817.2012.01544.x
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发表时间：
2015
影响因子：
2.7
通讯作者：
Reilly,JudyS
中科院分区：
文献类型：
--
作者：
Polse,LaraR;Reilly,JudyS
本研究探讨了阅读习得过程中的正字法和语义加工。在一至四年级的儿童提出了一个目标词和两个反应的选择，并要求确定语义匹配。词被呈现在四种条件下：完全匹配和不相关的箔（STONE-STONE-EARS），完全匹配和正字法邻居箔（STONE-STONE-STOVE），同义词匹配和不相关的箔（STONE-ROCK-EARS）和同义词匹配和正字法邻居箔（STONE-ROCK-STOVE）。准确性和反应时间的结果表明，正字法和语义处理遵循两步收购模式。首先，阅读的正字法部分发展迅速;然而，从正字法到语义表征形成强有力的概念联系遵循一个漫长的轨迹，在三年级和四年级之间成熟。这些结果与研究结果一致，研究表明，年幼的儿童依赖于更具体，感知系统，然后过渡到更灵活，抽象的认知。
This investigation examined orthographic and semantic processing during reading acquisition. Children in first to fourth grade were presented with a target word and two response alternatives, and were asked to identify the semantic match. Words were presented in four conditions: an exact match and unrelated foil (STONE–STONE–EARS), an exact match and an orthographic neighbour foil (STONE–STONE–STOVE), a synonym match and an unrelated foil (STONE–ROCK–EARS) and a synonym match and an orthographic neighbour foil (STONE–ROCK–STOVE). Accuracy and reaction time results suggest that orthographic and semantic processing follow a two‐step acquisition pattern. First, the orthographic component of reading develops quickly; however, forming strong conceptual links from orthographic to semantic representations follows a protracted trajectory, which matures between the third and fourth grades. These results are consistent with research that suggests younger children rely on more concrete, perceptual systems and then transition to more flexible, abstract cognition.