Individual Differences in Phonological Feedback Effects: Evidence for the Orthographic Recoding Hypothesis of Orthographic Learning.
Individual Differences in Phonological Feedback Effects: Evidence for the Orthographic Recoding Hypothesis of Orthographic Learning.
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语音反馈效应的个体差异：拼字学习的拼字重新编码假设的证据。
DOI：
10.1080/10888438.2016.1258702
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Perfetti,Charles
中科院分区：
文献类型：
--
作者：
Harris,LindsayN;Perfetti,Charles
Share（1995）提出语音重新编码（将字母翻译成声音）是一种自学机制，读者可以通过这种机制建立完整的词汇表征。最近，McKague等人（2008）提出了正字法重新编码的类似作用，即从声音到字母的反馈，在构建和精炼词汇表征方面。我们认为，在拼写决策实验中，反馈一致性测量和拼写能力之间的相互作用将支持这一假设。在准确度数据的线性混合效应逻辑回归中，这种相互作用是显著的。更好的拼写者在判断一个单词是否拼写正确时不受反馈效应的影响，这与McKague等人的预测一致，即当一个项目的正字法表示完全指定时，语音反馈对单词识别的影响将减弱。该研究表明，在研究语音在阅读中的作用时，考虑个体差异是很重要的。
Share (1995) proposedphonological recoding(the translation of letters into sounds) as a self-teaching mechanism through which readers establish complete lexical representations. More recently, McKague et al. (2008) proposed a similar role fororthographic recoding, that is, feedback from sounds to letters, in building and refining lexical representations. We reasoned that an interaction between feedback consistency measures and spelling ability in a spelling decision experiment would lend support to this hypothesis. In a linear mixed effects logistic regression of accuracy data, this interaction was significant. Better spellers but not poorer spellers were immune to feedback effects in deciding if a word is spelled correctly, which is consistent with McKague et al.’s prediction that the impact of phonological feedback on word recognition will diminish when the orthographic representation for an item is fully specified. The study demonstrates the importance of considering individual differences when investigating the role of phonology in reading.