The effects of length and transposed-letter similarity in lexical decision: Evidence with beginning, intermediate, and adult readers
The effects of length and transposed-letter similarity in lexical decision: Evidence with beginning, intermediate, and adult readers
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DOI：
10.1348/000712607x224478
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发表时间：
2008-05-01
影响因子：
4
通讯作者：
Perea, Manuel
中科院分区：
文献类型：
--
作者：
Acha, Joana;Perea, Manuel
在透明正字法中，长度效应和字母移位效应是否反映了阅读习得的发展变化？视觉单词识别的计算模型能适应这些变化吗？为了回答这些问题，我们对西班牙语初级读者、中级读者和成年读者(N=36、44和39；平均年龄分别为7、11和22岁)进行了掩蔽启动词汇判断实验。目标词或短或长(6.5对8.5个字母)，通过两个字母的移位(例如，amine-Animate)或通过两个字母的替换(拼写控制：arisal-Animal)形成了转置字母的质数。儿童表现出强烈的长度效应(即长单词的阅读速度慢于短单词)，但在成年人中消失了。此外，相对于对照条件，儿童和青壮年都表现出字母易位启动效应。在非单词阅读中也观察到了较强的字母转位启动效应，这有力地表明这种效应发生在词汇前的早期水平。综上所述，研究结果表明，儿童从逐个字母的阅读发展到直接的词汇通达，词汇决定任务成功地捕捉到了初级读者、中级读者和成年读者使用的变化策略。我们研究了这些发现对最近的视觉单词识别模型的影响。
Do length and transposed-letter effects reflect developmental changes on reading acquisition in a transparent orthography? Can computational models of visual word recognition accommodate these changes? To answer these questions, we carried out a masked priming lexical decision experiment with Spanish beginning, intermediate, and adult readers (N = 36, 44, and 39; average age: 7, 11, and 22 years, respectively). Target words were either short or long (6.5 vs. 8.5 letters), and transposed-letter primes were formed by the transposition of two letters (e.g. aminal-ANIMAL) or by the substitution of two letters (orthographic control: arisal-ANIMAL). Children showed a robust length effect (i.e. long words were read slower than short words) that vanished in adults. In addition, both children and young adults showed a transposed-letter priming effect relative to the control condition. A robust transposed-letter priming effect was also observed in non-word reading, which strongly suggests that this effect occurs at an early prelexical level. Taken together, the results reveal that children evolve from a letter-by-letter reading to a direct lexical access and that the lexical decision task successfully captures the changing strategies used by beginning, intermediate, and adult readers. We examine the implications of these findings for the recent models of visual word recognition.