Phonological markedness constraints on reading

语音标记对阅读的限制

• 批准号: 7320661
• 负责人: Iris Berent
• 金额: $ 4.06万
• 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 2008-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7320661
• 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

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 phonologicalcompetence, we identify three sets of core phonological preferences that linguisticanalysis 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 whetherthe 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 linguistictheory and psycholinguistic research. Identifying the scope of core phonological preferences and their learnability from experience informs the study brain plasticity and illuminatesthe 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.

本研究的目的有两个：一是探讨语音能力的本质， 在阅读技能中的作用。为了说明语音能力的本质，我们确定了三套核心 语音偏好，语言学分析表明是普遍的。拟议的研究审查 说话者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声学和发音细节的丰富性），以及 追踪他们在婴儿期的发育开始。该提案的第二个目标是审查 阅读技能中的语音能力。虽然众所周知，阅读技能取决于 语音处理，语音能力在阅读中的确切作用还没有得到很好的理解： 语言能力的作用仅限于阅读习得的早期阶段（即，音位发展 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？到 针对这一问题，本研究探讨了在无声阅读中， 受语音标记偏好的约束，并将其结构与 口语 核心音系约束的性质是语言学理论的核心问题， 心理语言学研究确定核心语音偏好的范围及其可学性， 经验告诉研究大脑可塑性和阐明高阶认知的遗传性，问题 处于认知神经科学和发展心理生物学的前沿。尽管本 研究并没有专门针对阅读障碍，其结果可能与诊断相关， 理解这种阅读障碍。鉴于阅读困难在人口中的发病率很高， 阅读技能和阅读障碍研究对人类健康也有直接的影响。