儿童能够根据汉字中包含的统计属性（如左形右声）发现和习得汉字的正字法规则，这一学习机制被定义为正字法的统计学习。文字识别的联结主义模型认为儿童主要是通过统计学习机制而习得拼音文字的正字法规则。然而，目前关于儿童汉字正字法统计学习的发展规律及影响因素等问题尚未清楚。本项目拟采用纵向追踪研究方法，通过操纵部件位置出现的频率和刺激材料类型，系统探讨儿童汉字正字法统计学习的发展轨迹及汉字材料属性的作用。同时，应用脑电技术记录儿童正字法加工的脑电活动和纸笔测验追踪儿童读写能力，进而考察儿童正字法的统计学习、正字法加工的脑电活动和读写能力的关系。本项目将提供第一套关于汉字正字法统计学习的纵向追踪数据；并将首次揭示正字法统计学习、正字法加工的脑电活动和读写能力的关系。研究结果将为理解儿童正字法统计学习内在机制提供实证依据；为合理安排不同结构汉字在语文教材中出现的频率和优化汉字课堂教学提供科学参考。

Children are able to learn orthographic regularities (e.g., semantic radicals are left dominant and phonetic radicals are right dominant in Chinese) based on the statistical properties of exposed characters, which is defined as orthographic statistical learning. The connectionist models of word reading suggest that statistical learning might be a key approach for children to acquire alphabetic orthographic regularities. However, it remains unclear regarding to the developmental trajectory of Chinese orthographic statistical learning and its associated factors. Using a longitudinal design, we manipulate the consistency of radical regularities and familiarities of stimuli to examine the developmental trajectory of Chinese orthographic learning and the influences of material properties in this project. We also record children’s brain activities in processing Chinese orthographic information and test children’s word reading and spelling abilities. We then aim to unpack the relations among statistical learning in orthographic regularities, neural responses to Chinese orthography and children’s literacy development. This should be the first longitudinal study that examines Chinese orthographic statistical learning in children and that explores the relations among orthographic statistical learning, neural responses to orthography and children’s literacy development. It will provide empirical evidence for the underlying mechanism of Chinese orthographic statistical learning. Results from this project will be also helpful for educators and teachers to design literacy textbooks with proper distributional patterns of orthographic knowledge at different ages and develop proper methods for orthographic teaching.