Phonological markedness constraints on reading

语音标记对阅读的限制

• 批准号: 7156162
• 负责人: Iris Berent
• 金额: $ 22.12万
• 依托单位: FLORIDA ATLANTIC UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-04-01 至 2010-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7156162
• 关键词: Acoustics; Address; Auditory; Awareness; Brain; Case Study; Cognition; Competence; Condition; Development; Diagnosis; Dyslexia; Elements; Exhibits; Goals; Health; Heritability; Human; Incidence; Investigation; Language; Learning; Linguistics; Link; Nature; Outcome; Personal Satisfaction; Phonetics; Population Study; Printing; Process; Property; Psycholinguistics; Range; Rate; Reader; Reading; Reading Disabilities; Reading Disorder; Research; Role; Shapes; Specific qualifier value; Specificity; Speech; Staging; Stimulus; Structure; System; cognitive neuroscience; experience; infancy; interest; phonology; preference; psychobiology; skills; theories

DESCRIPTION (provided by applicant): The proposed research has two aims: It investigates the nature of phonological competence and examines its role in reading skill. To address the nature of phonological competence, we identify three sets of core phonological preferences that linguistic analysis suggests are universal. The proposed research examines whether speakers exhibit such preferences, investigates the nature of experience required for their emergence (including the statistical properties of linguistic input and its richness in acoustic and articulatory detail), and tracks their developmental onset in infancy. The second goal of the proposal is to examine the role of phonological competence in reading skill. Although it is well known that reading skilled hinges on phonological processing, the precise role of phonological competence in reading is not well-understood: Is the role of linguistic competence limited to early stage of reading acquisition (i.e., the development of phonemic awareness) or does linguistic competence interacts on-line in the representation of print in skilled reading? To address this question, the proposed research examines whether the representation assembled in silent reading is constrained by phonological markedness preferences and compares their structure to the representation of spoken language. The nature of core phonological constraints is a question that is central for linguistic theory and psycholinguistic research. Identifying the scope of core phonological preferences and their learnability from experience informs the study brain plasticity and illuminates the heritability of higher-order cognition, issues that are at the forefront of cognitive neuroscience and developmental psychobiology. Although the present research does not specifically address dyslexia, its outcomes are potentially relevant for the diagnosis an understanding of this reading disorder. In view of the high incidence rate of dyslexia in the population, the study of reading skill and reading disabilities also carries direct implications for human health.

描述（由申请人提供）：拟议的研究有两个目的：它调查的性质，语音能力和检查其作用的阅读技能。为了解决语音能力的性质，我们确定了三套核心语音偏好，语言分析表明是普遍的。拟议中的研究探讨扬声器是否表现出这样的偏好，调查他们的出现所需的经验的性质（包括语言输入的统计特性及其丰富的声学和发音细节），并跟踪他们的发展开始在婴儿期。第二个目标是研究语音能力在阅读技能中的作用。虽然众所周知，阅读技能取决于语音处理，但语音能力在阅读中的确切作用并不清楚：语言能力的作用是否仅限于阅读习得的早期阶段（即，音位意识的发展），还是语言能力在熟练阅读中的印刷体表征中在线交互作用？为了解决这个问题，拟议中的研究探讨是否组装在无声阅读的表征受到语音标记偏好，并比较其结构的口头语言的表征。核心音系制约的本质是语言学理论和心理语言学研究的核心问题。识别核心语音偏好的范围及其从经验中的可学习性为研究大脑可塑性提供了信息，并阐明了高阶认知的遗传性，这些问题处于认知神经科学和发展心理生物学的前沿。虽然目前的研究并没有专门针对阅读障碍，其结果是潜在的相关诊断和理解这种阅读障碍。鉴于阅读障碍在人群中的高发病率，阅读技能和阅读障碍的研究也直接关系到人类健康。