Spelling as statistical learning: Using consonantal context to spell vowels
Spelling as statistical learning: Using consonantal context to spell vowels
复制标题
DOI：
10.1037/0022-0663.98.3.642
复制
发表时间：
2006-08-01
影响因子：
4.9
通讯作者：
Kessler, Brett
中科院分区：
文献类型：
--
作者：
Treiman, Rebecca;Kessler, Brett
虽然英语在发音和拼写之间缺乏1对1的关系，但考虑音素出现的上下文通常有助于选择拼写。例如，当/a/跟在/w/之后时通常拼写为a，如在wand中，但当它跟在其他辅音之后时，如在pond中，通常拼写为o。在两个实验中，作者问儿童的元音拼写的非词是否受到影响，以下（实验1）和前（实验2）辅音。这两个实验的参与者的拼写水平从幼儿园和一年级到高中不等。具有较高水平的拼写技能的儿童更多地利用了上下文，并且使用前面的上下文通常比使用下面的上下文出现得更早。结果的拼写和拼写发展的统计学习观的框架内解释。
Although English lacks 1-to-1 relationships between sounds and spellings, considering the context in which a phoneme occurs can often aid in selecting a spelling. For example, /a/ is typically spelled as a when it follows /w/, as in wand, but as o when it follows other consonants, as in pond. In 2 experiments, the authors asked whether children's spellings of vowels in nonwords were affected by the following (Experiment 1) and preceding (Experiment 2) consonants. The participants in both experiments had spelling levels that ranged from kindergarten and 1st grade through high school. Children with higher levels of spelling skill took more advantage of context, and use of preceding context generally emerged earlier than use of following context. The results are interpreted within the framework of a statistical learning view of spelling and spelling development.