Cognitive processes in reading across languages

跨语言阅读的认知过程

• 批准号: 456356582
• 负责人: Dr. Xenia Schmalz
• 金额: --
• 依托单位: Klinik und Poliklinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/456356582?language=en
• 关键词: Cognitive; processes; reading; across; languages

A landmark study of children learning to read in 12 European orthographies showed substantial variability, across languages, in the speed of reading acquisition (Seymour et al., 2003). Studies have also shown cross-linguistic differences in cognitive processes underlying skilled reading (summarised in Schmalz et al., 2015). Such differences are often attributed to orthographic depth. Orthographic depth refers to the transparency between print and speech: for example, English is an opaque orthography, because written units often have different pronunciations (e.g., -ough in 'tough', 'though', 'through'). European languages (and the orthographies that represent them) also differ on other variables, which have received less attention. For example, the average length of words varies (cf. the German word "Kühlschrank" and the English translation, "fridge"). There are also differences in morphological complexity. In morphologically complex languages, words often contain units which provide information about their meaning (e.g., "kühl" + "Schrank", "cooling cupboard"). To date, a comprehensive overview of these variables, and how they affect reading acquisition and cognitive processes underlying reading is missing.The aim of the current project is as follows: (1) We will quantify variables that differ across 13 European orthographies from 3 Indo-Euopean language branches,(2) We will establish which of these variables affect reading acquisition, and (3) We will study how these variables affect cognitive processes underlying reading in adulthood. The results will provide insights into language- or orthography-level variables that facilitate or impede reading processes. In the long run, this will help with developing efficient reading instruction and dyslexia mediation programmes.

一项对12种欧洲正字法儿童学习阅读的里程碑式研究显示，不同语言的阅读习得速度存在显著差异（Seymour et al., 2003）。研究还表明，熟练阅读背后的认知过程存在跨语言差异（Schmalz等人，2015年进行了总结）。这种差异通常归因于正字法的深度。正字法深度指的是印刷和口语之间的透明度：例如，英语是一种不透明的正字法，因为书面单位经常有不同的发音（例如，-ough在‘tough’， ‘though’， ‘through’中）。欧洲语言（以及代表它们的正字法）在其他变量上也存在差异，这些变量受到的关注较少。例如，单词的平均长度是不同的（参见德语单词“k<e:1> hlschrank”和英语翻译的“fridge”）。在形态复杂性方面也存在差异。在形态复杂的语言中，单词通常包含提供其含义信息的单位（例如，“k<s:2> hl”+“Schrank”，“cooling cabinet”）。迄今为止，对这些变量的全面概述，以及它们如何影响阅读习得和阅读背后的认知过程还缺乏。当前项目的目的如下：(1)我们将量化来自3个印欧语系分支的13种欧洲正字法的不同变量，(2)我们将确定这些变量中哪些影响阅读习得，(3)我们将研究这些变量如何影响成年期阅读的认知过程。研究结果将为促进或阻碍阅读过程的语言或拼写水平变量提供见解。从长远来看，这将有助于开发有效的阅读指导和阅读障碍调解方案。