PHONOLOGICAL PROCESSES IN READING INDIVIDUAL WORDS

这个项目关注的是音系学在人类社会中所扮演的角色 对印刷单词的识别。在我们的研究中，我们检查开始 读者以及成熟的读者，我们对比年轻的穷人和好的 读者。除了英语，我们还研究了另外三本书的读者 正字法系统(汉语、希伯来语和塞尔维亚语)有两个原因： 首先，了解阅读的自然表现形式的广度和 其次，因为每个正字法都提供了一个简化的模型 英语阅读过程中另一个令人困惑的方面。 我们建议进行的研究针对的是 一个书面单词的音系学是从其正字法形式计算出来的，并使用 来访问读者的词典。在几个部分中，我们比较了Good和 读者对语音信息的使用和表达能力较差。 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的七个小节可以用它们的标题来描述， 以下是问题： (1)音系学在英语和塞尔维亚语中的作用有区别吗 认同感？ (2)语音激活在多大程度上是自动的和前激活的？ (3)口语激活的语音信息是否影响视觉 单词识别？ (4)语音在希伯来语单词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)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?