Lexical representations and phonological awareness

词汇表征和语音意识

• 批准号: 6789826
• 负责人: TIFFANY P HOGAN
• 金额: $ 3.36万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-06-01 至 2006-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6789826
• 关键词: age difference; awareness; behavior test; behavioral /social science research tag; child psychology; clinical research; educational psychology; human subject; language development; neural information processing; phonology; predoctoral investigator; preschool child (1-5); psychoacoustics; reading; verbal learning; vocabulary

DESCRIPTION (provided by applicant): Although most children learn to read with relative ease, others have great difficulty. Early reading problems often have a negative impact on later academic and economic advancement, and may potentially reduce quality of life. Research indicates that deficits in phonological awareness, one's sensitivity to the sound structure of language, underlies most early reading difficulties. However, little is known concerning the emergence of phonological awareness. This study will investigate the phonological and lexical processing of three groups of preschool children differing in phonological awareness or age. A word learning task will be employed in which children's responses to nonwords will be examined as these nonwords become lexicalized. The specific aims of this study address three questions: Do children differing in phonological awareness/age (1) show differences in the phonological processing of nonwords? (2) exhibit differences in lexical processing during word learning? and/or (3) evidence differences in the lexical representations of newly learned words? The long-term goal is to improve the understanding of the emergence of phonological awareness and aid in the early identification and intervention for children at risk for reading disabilities.

描述（由申请人提供）：虽然大多数孩子学习阅读相对容易，其他人有很大的困难。早期的阅读问题往往对后来的学术和经济进步产生负面影响，并可能降低生活质量。研究表明，语音意识（对语言声音结构的敏感性）的缺陷是大多数早期阅读困难的根源。然而，很少有人知道语音意识的出现。本研究旨在探讨三组不同年龄、不同语音意识的学龄前儿童的语音和词汇加工。一个字的学习任务，其中儿童的反应将被检查，这些非词成为词汇化。本研究的具体目的是解决三个问题：（1）不同语音意识/年龄的儿童在非词的语音加工中是否表现出差异？(2)在词汇学习过程中表现出词汇加工的差异？和/或（3）证据的差异，在词汇表征的新学到的话？长期目标是提高对语音意识出现的理解，并帮助早期识别和干预有阅读障碍风险的儿童。