Morphological effects in children word reading: A priming study in fourth graders
Morphological effects in children word reading: A priming study in fourth graders
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DOI：
10.1348/026151008x389575
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发表时间：
2009-09-01
影响因子：
2.3
通讯作者：
Ducrot, Stephanie
中科院分区：
文献类型：
--
作者：
Casalis, Severine;Dusautoir, Marion;Ducrot, Stephanie
越来越多的证据表明，形态学可以在阅读习得中发挥作用，年轻读者可能对书面语的语素结构很敏感。在本实验中，我们研究了形态信息是否以及何时在单词识别中被激活。法国四年级学生作出视觉词汇的决定，以派生词之前的素数共享一个形态或正字法与目标的关系。结果表明，在最短的启动持续时间的情况下，形态和字形相关的启动显着和等效的易化启动效应，和一个显着的易化启动效应的情况下，只有形态相关的启动在较长的启动持续时间。因此，这些结果强烈表明，形态水平参与儿童的视觉词识别，虽然它是不是从正式的文字处理的早期阶段不同。
A growing corpus of evidence suggests that morphology could play a role in reading acquisition, and that young readers could be sensitive to the morphemic structure of written words. In the present experiment, we examined whether and when morphological information is activated in word recognition. French fourth graders made visual lexical decisions to derived words preceded by primes sharing either a morphological or an orthographic relationship with the target. Results showed significant and equivalent facilitation priming effects in cases of morphologically and orthographically related primes at the shortest prime duration, and a significant facilitation priming effect in the case of only morphologically related primes at the longer prime duration. Thus, these results strongly suggest that a morphological level is involved in children's visual word recognition, although it is not distinct from the formal one at an early stage of word processing.