Orthographic and Semantic Representations: Consolidation and Role in Visual Word Recognition

拼写和语义表示：视觉单词识别中的巩固和作用

• 批准号: RGPIN-2018-03758
• 负责人: Ouellette, Gene
• 金额: $ 2.11万
• 依托单位: Mount Allison University
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2018
• 资助国家: 加拿大
• 起止时间: 2018-01-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=661334
• 关键词: Orthographic; Semantic; Representations; Consolidation; Role

The goal of this research program is to add to our understanding of the cognitive basis of reading; this research represents a continuation of study into the role of specific components of word identity in reading. While facets of word identity, or mental representations, are commonly attributed a leading causal role in much reading theory, direct empirical tests of such tenets are surprisingly limited.******When a word is stored in memory, information is encoded pertaining to how it sounds (phonology), how it is spelled (orthography), and the meaning/ concepts represented (semantics). Much reading theory has explained successful word reading as relying upon such intact and integrated representations (e.g., lexical quality hypothesis: Perfetti, 2007; triangle model: Plaut et al., 1996). Further, proficient reading is not always associated with equally proficient spelling; many strong readers struggle with spelling. The dissociation between reading and spelling has been explained with reference to how words are stored in memory; when the representations are incomplete, their degree of specification may suffice for reading (where the visual word is present) but not spelling (where the word must be generated). An intriguing extension of this argument, is that within the individual, some words will have representations that are accurately stored in memory (high quality) while other words will have representations that are incomplete or inaccurate. Viewed through the lens of lexical access, incomplete representations should take longer to activate potentially because of the mismatch between the internal representation and the visual stimuli. Thus, while incomplete representations may suffice for some reading tasks, there should still be a cost to the individual. We recently directly tested this contention through a series of NSERC funded studies, and have found compelling evidence in favor of this explanation with reference to orthographic representations in particular (Martin-Chang et al., 2014; Ouellette et al., 2017; Martin-Chang et al., under review). ******To date, however, the focus of empirical study has been primarily restricted to orthographic representations and their role in highly skilled adult readers. The program of research proposed here extends this line of inquiry to include evaluation and direct manipulation of both orthographic and semantic representation, while also considering readers of varying proficiency and age. Semantic and orthographic facets of word identity are manipulated through training paradigms within a carefully controlled experimental design, and any consequential effects on reading speed directly measured. Advanced mixed-effect modeling is planned to isolate training effects separate from participant and item (i.e., word) effects. The results of such inquiry stand to contribute significantly to current theoretical models of cognition and reading.**

该研究项目的目标是加深我们对阅读认知基础的理解；这项研究是对单词同一性的特定组成部分在阅读中的作用的继续研究。虽然单词同一性或心理表征的各个方面通常在许多阅读理论中被认为具有主导因果作用，但对这些原则的直接实证检验却出人意料地有限。 *****当一个单词存储在记忆中时，有关它的发音（音韵学）、拼写方式（正字法）以及所表示的含义/概念（语义）的信息被编码。 许多阅读理论将成功的单词阅读解释为依赖于这种完整且完整的表征（例如，词汇质量假设：Perfetti，2007；三角形模型：Plaut 等，1996）。此外，熟练的阅读并不总是与同样熟练的拼写相关。许多优秀的读者都在拼写上遇到困难。阅读和拼写之间的分离已经通过单词在记忆中的存储方式进行了解释。当表示不完整时，其规范程度可能足以满足阅读（存在视觉单词的情况），但不足以满足拼写（必须生成单词的情况）。这个论点的一个有趣的扩展是，在个体内部，某些单词将具有准确存储在记忆中（高质量）的表示，而其他单词将具有不完整或不准确的表示。从词汇访问的角度来看，由于内部表征和视觉刺激之间的不匹配，不完整的表征可能需要更长的时间才能激活。因此，虽然不完整的表示可能足以满足某些阅读任务，但个人仍然需要付出代价。我们最近通过一系列 NSERC 资助的研究直接测试了这一论点，并发现了支持这一解释的令人信服的证据，特别是在拼写表示方面（Martin-Chang 等人，2014 年；Ouellette 等人，2017 年；Martin-Chang 等人，正在审查中）。 ******然而，迄今为止，实证研究的重点主要局限于拼写表征及其在高技能成人读者中的作用。这里提出的研究计划扩展了这一研究方向，包括对拼写和语义表示的评估和直接操作，同时也考虑到不同熟练程度和年龄的读者。通过精心控制的实验设计中的训练范例来操纵单词同一性的语义和拼写方面，并直接测量对阅读速度的任何间接影响。计划使用高级混合效果建模将训练效果与参与者和项目（即单词）效果分开。这种探究的结果将对当前的认知和阅读理论模型做出重大贡献。**