Sublexical orthographic-phonological relations early in the acquisition of reading: The knowledge sources account
Sublexical orthographic-phonological relations early in the acquisition of reading: The knowledge sources account
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阅读学习早期的副词汇正字法-语音关系： 知识来源论
DOI：
10.1006/jecp.1996.0028
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发表时间：
1996-07-01
影响因子：
2.6
通讯作者：
FletcherFlinn, CM
中科院分区：
文献类型：
--
作者：
Thompson, GB;Cottrell, DS;FletcherFlinn, CM
测试是对阅读习得的“知识来源”理论解释的一个方面进行的，与发展绕过假说相反，它假设正字法和音系成分之间的亚词汇关系是在学习的早期通过存储印刷单词经验的自发归纳形成的。实验1和实验2以5岁和6岁儿童为研究对象，结果表明，经验丰富的印刷词中正字法成分的位置频率影响了对不熟悉的假词项目的阅读反应。在实验3中，正字法分量的位置频率在训练-迁移范式中被操纵。正如预测的那样，转移到假词阅读。研究结果不能由发育旁路假说给出替代解释，也不能由预测在这个早期阅读水平上只使用起始和时间单位的说法给出替代解释。(C) 1996学术出版社，Inc.
Tests are made of an aspect of the ''knowledge sources'' theoretical account of acquisition of reading in which, contrary to the developmental bypass hypothesis, it is postulated that sublexical relations between orthographic and phonological components are formed very early in learning by spontaneous induction from stored print word experience. Experiments 1 and 2, conducted with 5- and 6-year-old children, indicated as predicted that positional frequency of orthographic components in experienced print words influenced reading responses to unfamiliar pseudoword items. In Experiment 3 positional frequency of an orthographic component was manipulated in a training-transfer paradigm. Transfer to pseudoword reading was as predicted. The results could not be given alternative explanations by the developmental bypass hypothesis nor by accounts which predict exclusive use of onset and rime units at this early reading level. (C) 1996 Academic Press, Inc.