PHONOLOGICAL PROCESSES IN READING INDIVIDUAL WORDS

这个项目的关注点是音韵学在 识别一个印刷字。 在我们的研究中， 读者以及成熟的读者，我们对比年轻的穷人和好人， 读者 除了英语，我们还研究了其他三种语言的读者。 正字法系统（中文、希伯来文和塞尔维亚-克罗地亚文），原因有二： 首先，了解阅读的自然表现的广度， 第二，因为每一种拼写法都提供了一个简化的模型， 对于英语阅读过程中的一个混乱方面。 我们建议进行的研究，是针对 一个书面词的音韵是从它的拼写形式计算出来的， to access访问the reader's读者的lexicon词典. 在几个部分中，我们比较好的和 阅读者对语音信息的使用和表征能力较差。 介绍了新的实验技术，最近的工作表明， 比以前使用的更敏感。 项目4的七个小节可以通过它们的标题来描述， 以下问题： (1)英语和塞尔维亚-克罗地亚语中语音的作用不同吗 认可？ (2)语音激活在多大程度上是自动的和前词汇的？ (3)口语激活的语音信息是否影响视觉 单词识别？ (4)语音学在希伯来语词汇视觉识别中的作用是什么？ (5)语音在汉语词汇视觉识别中的作用是什么？ （6）词汇知识如何影响语音的激活和使用 信息？ (7)发音手势是正字法映射的单位吗？

The concern of this project is the role played by phonology in the recognition of a printed word. In our studies, we examine beginning readers as well as mature readers, and we contrast young poor and good readers. In addition to English, we study the readers of three other orthographic systems (Chinese, Hebrew, and Serbo-Croatian) for two reasons: first, to learn about the breadth of reading's natural manifestations and secondly, because each of these orthographies provides a simplified model for an otherwise confounded aspect of the reading process in English. The studies we propose to undertake are directed at the mechanism by which a written word's phonology is computed from its orthographic form and used to access the reader's lexicon. In several sections, we compare good and poor readers on their use and representation of phonological information. New experimental techniques are introduced that recent work has shown to be more sensitive than those used previously. The seven subsections of Project 4 can be described by their titles, the following questions: (1) Does Phonology's Role Differ in English and Serbo-Croatian Word Recognition? (2) To What Extent is the Activation of Phonology Automatic and Prelexical? (3) Does Phonological Information Activated by Spoken Words Affect Visual Word Recognition? (4) What is the Role of Phonology in Visual Recognition of Hebrew Words? (5) What is the Role of Phonology in Visual Recognition of Chinese Words? (6)How Does Lexical Knowledge Affect Activation and Use of Phonological Information? (7) Are Articulatory Gestures the Units to which Orthography Maps?