Bridging form and meaning: support from derivational suffixes in word learning
Bridging form and meaning: support from derivational suffixes in word learning
复制标题
桥接形式和意义：单词学习中派生后缀的支持
DOI：
10.1111/1467-9817.12338
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发表时间：
2021
影响因子：
2.7
通讯作者：
Dawson N
中科院分区：
文献类型：
--
作者：
Dawson N
背景词汇发展与形态知识密切相关，但需要了解这种关系的机制。一种可能性是，由于形态关系需要词的形式（语音和拼写）和词义（语义和语法）之间的系统映射，儿童在学习新单词时可能会利用这些联系形成高质量的词汇表征。本研究探讨了当新单词中含有与该单词定义一致的后缀时，发展中的阅读者是否表现出对新单词的上级语义、语音和拼写学习。（年轻：12-13岁，n= 39，老年：16-19岁，n= 39）学习了18个非词的定义，每个非词包括非词干和现有后缀（例如，clantist）。一半的定义在语义和句法上与后缀一致，另一半则不一致。培训发生在两个会议，随后进行了一系列的后测试测量语义学习（通过语义回忆任务），语音学习（通过阴影任务），词汇化的非单词（通过词汇决策任务）和正字法学习（通过拼写任务）。然而，这种效果并没有出现在我们的措施，语音和正字法的学习或词汇化nonwords.ConclusionsThese研究结果提供了一些证据，熟悉的后缀在不熟悉的单词的存在有利于新的词学习青少年，但在本研究中，这种好处只观察到在词的形式和意义之间的映射，而不是在学习的词的形式。
BackgroundVocabulary development is closely associated with morphological knowledge, yet work is needed to understand the mechanisms underpinning this relationship. One possibility is that because morphological relationships entail systematic mappings between word form (phonology and orthography) and word meaning (semantics and grammar), children may take advantage of these links to form high‐quality lexical representations when learning novel words. This study examined whether developing readers show superior semantic, phonological and orthographic learning of novel words when those words contain an existing suffix that is congruent with the definition of that word.MethodsTwo groups of adolescents (younger: 12–13 years,n= 39, and older: 16–19 years,n= 39) learned definitions for 18 nonwords, each comprising a nonword stem and an existing suffix (e.g.,clantist). Half the definitions were semantically and syntactically congruent with the suffix; the other half were incongruent. Training took place across two sessions, followed by a series of post‐tests measuring semantic learning (through a semantic recall task), phonological learning (through a shadowing task), lexicalisation of nonwords (through a lexical decision task) and orthographic learning (through a spelling task).ResultsBoth age groups showed significantly stronger semantic recall for items taught in the congruent compared with the incongruent condition. However, this effect did not emerge in our measures of phonological and orthographic learning or in lexicalisation of nonwords.ConclusionsThese findings provide some evidence that the presence of familiar suffixes in unfamiliar words facilitates novel word learning in adolescents, but in the present study, this benefit was only observed in the mappings between word form and meaning and not in the learning of word forms.
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单词影子任务中的语义启动
DOI：
--
发表时间：
1994
期刊：
影响因子：
--
作者：
Louisa M. Slowiaczek
通讯作者：
Louisa M. Slowiaczek
影响因子：
2.5
作者：
Bowers, Peter N.;Kirby, John R.
通讯作者：
Kirby, John R.
影响因子：
2.2
作者：
CLARK, EV;COHEN, SR
通讯作者：
COHEN, SR
影响因子：
4.3
作者：
Barr, Dale J.;Levy, Roger;Scheepers, Christoph;Tily, Harry J.
通讯作者：
Tily, Harry J.
在阅读过程中使用派生形态学
影响因子：
3.4
作者：
A. Tyler;William Nagy
通讯作者：
William Nagy