Differences in the reading of shallow and deep orthography: developmental evidence from Hebrew and Turkish readers
Differences in the reading of shallow and deep orthography: developmental evidence from Hebrew and Turkish readers
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浅层和深层正字法阅读的差异：来自希伯来语和土耳其语读者的发展证据
DOI：
10.1111/j.1467-9817.2012.01540.x
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发表时间：
2014
影响因子：
2.7
通讯作者：
Birkan Guldenoglu
中科院分区：
文献类型：
--
作者：
P. Miller;T. Kargin;Birkan Guldenoglu
本研究探讨个人阅读在深（unpointed希伯来语）和浅正字法（土耳其语）之间的单词阅读过程中的差异。参与者是从三个教育水平（小学= 3 - 4年级;中学= 6 - 7年级;高中= 9 - 10年级）均匀随机招募的120名学生。学生们进行了测试与计算机化的范例，评估他们的效率，在确定相同的真实的字（RW）对和无意义的字（NW）对知觉和概念条件下。基于一个强大的正字法深度假设，土耳其读者被假设表现出上级文字处理技能相比，希伯来语读者，无论是为RW和NW。从对参与者数量和质量表现的分析中获得的证据未能支持这一预测。研究结果进行了讨论，参考一个单一的路线基于粒度的单词阅读模型和修改后的双路线单词阅读模型。
The present study investigates differences in the word-reading process between individuals reading in a deep (unpointed Hebrew) and a shallow orthography (Turkish). The participants were 120 students evenly and randomly recruited from three levels of education (primary = 3rd–4th graders; middle = 6th–7th graders; high = 9th–10th graders). The students were tested with a computerised paradigm that assessed their efficiency in determining the identicalness of real word (RW) pairs and nonsense word (NW) pairs under perceptual and conceptual conditions. Based on a strong orthographic depth hypothesis, Turkish readers were hypothesised to manifest superior word-processing skills in comparison to Hebrew readers, both for RWs and NWs. Evidence obtained from the analysis of the quantitative and qualitative performance of the participants failed to support this prediction. Findings are discussed with reference to a single-route grain-size-based word-reading model and a modified dual-route word-reading model.
语音计算和缺失元音：映射阅读中的词汇参与。
DOI：
10.1037//0278-7393.21.2.398
发表时间：
1995
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Frost,R
通讯作者：
Frost,R
DOI：
10.1037/0096-1523.13.1.104
发表时间：
1987-02-01
影响因子：
2.1
作者：
FROST, R;KATZ, L;BENTIN, S
通讯作者：
BENTIN, S