Use of partial information in learning to read Chinese characters
Use of partial information in learning to read Chinese characters
复制标题
DOI：
10.1037/0022-0663.95.1.52
复制
发表时间：
2003-03-01
影响因子：
4.9
通讯作者：
Wu, NN
中科院分区：
文献类型：
--
作者：
Anderson, RC;Li, WL;Wu, NN
本研究考察了儿童能否利用部分信息来学习汉字的读音。研究对象为以国语为母语的二年级学生49人及四年级学生56人，以粤语为母语的二年级学生75人及四年级学生93人。儿童对4类共28个生僻字的读音进行了2次实验。孩子们学会了发音更多的规则字符，其中包含有关发音的全部信息，和更多的声调不同的字符，其中包含有关发音的部分信息，比未知的语音成分的字符，其中不包含有关发音的信息。说普通话的孩子比说粤语的孩子学会了更多的发音。
This study investigated whether children can use partial information to learn the pronunciations of Chinese characters. Participants were 49 2nd graders and 56 4th graders whose home language was Mandarin and 75 2nd graders and 93 4th graders whose home language was Cantonese. Children had 2 trials to learn the Mandarin pronunciations of 28 unfamiliar compound characters of 4 types. Children learned to pronounce more regular characters, which contain full information about pronunciation, and more tone-different and onset-different characters, which contain partial information about pronunciation, than characters with unknown phonetic components, which contain no information about pronunciation. Mandarin-speaking children learned more pronunciations than Cantonese-speaking children.