Do beez buzz?: Rule-based and frequency-based knowledge in learning to spell plural -s
Do beez buzz?: Rule-based and frequency-based knowledge in learning to spell plural -s
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DOI：
10.1111/1467-8624.00521
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发表时间：
2003-01-01
影响因子：
4.6
通讯作者：
Bryant, P
中科院分区：
文献类型：
--
作者：
Kemp, N;Bryant, P
关于人类学习的某些方面是依赖于规则的抽象还是依赖于基于频率的知识的获取，已经有很多讨论。然而，人们通常认为，英语中形态模式的拼写（例如，过去式--艾德）和其他语言的习得是建立在形态规则的基础上的，而这些规则的习得需要很长时间。是时候学习了规则的复数-s结尾似乎是一个例外：即使是年幼的孩子也能正确拼写这个词，即使它读作/z/（如蜜蜂）。本文报告的3项研究表明，5至9岁的儿童和成人通常不会根据所有规则复数都用-s拼写的形态规则来拼写复数真词和伪词结尾。相反，参与者似乎使用了他们对复杂但未教过的拼写模式的知识，这是基于某些字母在书面英语中共同出现的频率。
There has been much discussion about whether certain aspects of human learning depend on the abstraction of rules or on the acquisition of frequency-based knowledge. It has usually been agreed, however, that the spelling of morphological patterns in English (e.g., past tense -ed) and other languages is based on the acquisition of morphological rules, and that these rules take a long. time to learn. The regular plural -s ending seems to be an exception: Even young children can spell this correctly, even when it is pronounced /z/ (as in bees). Reported here are 3 studies that show that 5- to 9-year-old children and adults do not usually base their spellings of plural real-word and pseudo-word endings on the morphological rule that all regular plurals are spelled with -s. Instead, participants appeared to use their knowledge of complex but untaught spelling patterns, which is based on the frequency with which certain letters co-occur in written English.