Using Artificial Orthographies for Studying Cross-Linguistic Differences in the Cognitive and Neural Profiles of Reading.
Using Artificial Orthographies for Studying Cross-Linguistic Differences in the Cognitive and Neural Profiles of Reading.
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DOI：
10.1016/j.jneuroling.2014.06.006
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发表时间：
2014-09
影响因子：
2
通讯作者：
Fiez JA
中科院分区：
文献类型：
--
作者：
Hirshorn EA;Fiez JA
阅读和写作是文化发明，已经成为现代社会必须掌握的重要技能。不幸的是，书写系统并不是同样可学的，许多人努力成为熟练的读者。由于心理语言和社会文化力量的共同作用，语言及其书写系统往往具有不同的特点。这使得很难确定跨语言阅读和写作差异的根源。尽管如此，在这个问题上取得进展是很重要的：对影响阅读差异的因素有更准确的理解，应该改善阅读教学的理论和实践，以及阅读障碍的诊断和治疗。在这篇综述中，我们考虑了人工正字法作为一种工具的价值，作为一种工具来揭示造成阅读习得和技能中认知和神经差异的因素。我们通过关注不同书写系统的一个维度来做到这一点：颗粒大小。粒度，即映射到视觉图形上的口语单位，被认为会影响学习，但它的影响仍然没有被很好地理解。我们回顾了有关跨语言书写系统差异的相关文献，使用人工正字法作为研究工具的好处，以及我们最近在英语人工字母书写系统方面的工作。我们的结论是，人工正字法可以用来阐明影响阅读和写作的跨语言原则。
Reading and writing are cultural inventions that have become vital skills to master in modern society. Unfortunately, writing systems are not equally learnable and many individuals struggle to become proficient readers. Languages and their writing systems often have co-varying characteristics, due to both psycholinguistic and socio-cultural forces. This makes it difficult to determine the source of cross-linguistic differences in reading and writing. Nonetheless, it is important to make progress on this issue: a more precise understanding of the factors that affect reading disparities should improve reading instruction theory and practice, and the diagnosis and treatment of reading disorders. In this review, we consider the value of artificial orthographies as a tool for unpacking the factors that create cognitive and neural differences in reading acquisition and skill. We do so by focusing on one dimension that differs among writing systems: grain size. Grain size, or the unit of spoken language that is mapped onto a visual graph, is thought to affect learning, but its impact is still not well understood. We review relevant literature about cross-linguistic writing system differences, the benefits of using artificial orthographies as a research tool, and our recent work with an artificial alphasyllabic writing system for English. We conclude that artificial orthographies can be used to elucidate cross-linguistic principles that affect reading and writing.