Orthographic learning via self-teaching in children learning to read English: Effects of exposure, durability, and context
Orthographic learning via self-teaching in children learning to read English: Effects of exposure, durability, and context
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DOI：
10.1016/j.jecp.2006.06.004
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发表时间：
2007-01-01
影响因子：
2.6
通讯作者：
Castles, Anne
中科院分区：
文献类型：
--
作者：
Nation, Kate;Angell, Philip;Castles, Anne
本实验研究了8岁和9岁儿童通过自学学习英语正字法的情况。孩子们接触到新的单词，并在1或7天的延迟间隔，正字法学习进行了评估，要求孩子们选择以前看到的新单词从一系列的视觉和语音相似的箔。新的单词要么暴露在有意义的文本中，要么单独暴露，暴露的次数被操纵，每个新单词出现一次，两次或四次。学习增加的曝光次数的函数，虽然一些持久的一次试验学习的证据进行了观察。上下文没有发挥作用，这表明正字法学习是不依赖于意义为基础的信息。总的来说，这些研究结果提供了支持共享的自我教学假设的核心方面。然而，虽然我们观察到的语音解码和正字法学习之间的一般关系，这种关系并没有举行逐项分析的水平，这表明一个强大的版本共享的项目为基础的帐户是不正确的。(c)2006年爱思唯尔公司All rights reserved.
This experiment investigated orthographic learning via self-teaching in 8- and 9-year-olds learning to read English. Children were exposed to novel words, and following a 1- or 7-day delay interval, orthographic learning was assessed by asking children to select previously seen novel words from an array of visually and phonologically similar foils. Novel words were exposed either in meaningful text or in isolation, and number of exposures was manipulated with each novel word appearing once, twice, or four times. Learning increased as a function of number of exposures, although some evidence of durable one-trial learning was observed. Context played no role, suggesting that orthographic learning is not dependent on meaning-based information. In general, these findings offer support for the central aspects of Share's self-teaching hypothesis. However, although we observed a general relation between phonological decoding and orthographic learning, the relation did not hold at an item-by-item level of analysis, suggesting that a strong version of Share's item-based account is not correct. (c) 2006 Elsevier Inc. All rights reserved.