ASSEMBLY OF CONSONANT AND VOWEL PHONOLOGY IN READING

描述（改编自研究者摘要）：本研究 一个项目调查了语音学在阅读英语中的作用：阅读 一个词只由字素（字母）的直接关联组成， 意义，或者，相反，它是受语音信息的限制， 是通过把字母映射成音素来组装的吗 尽管做了大量的研究 解决语音是否限制了阅读，现有的文献 揭示了一些明显的矛盾。 这些矛盾在很大程度上是由于 未能解决语音学是什么的问题：语音学 在阅读中组装的表征是语言实体，其 处理受到其结构的限制。 任何人，都要为之付出代价。 音韵学的作用必须参照其语言学来表述。 结构 两个主要的长期目标激励目前的研究计划。 一个是检查一个特定的模式组装的音系和它的 对熟练的英语读者的贡献。 根据双周期模型， 辅音和元音是两种不同的结构成分， 在速度和自动性上形成对比的不同过程。 一系列 的掩蔽和启动实验的目的是评估模型的 预测辅音和元音的计算特性 组装及其在阅读中的作用。 第二大目标是 研究语音表征组装在 阅读受语言知识的制约。 在语言学 理论，该项目确定了几种表现形式的结构 音系表现中辅音和元音的区别。 一系列的研究探讨了这些语言上的区别是否限制了 在阅读过程中形成的表征结构。 这 调查具有广泛的跨学科影响。 揭示 组合音位学的本质及其对熟练阅读的贡献 对阅读教学和阅读研究的直接影响 残疾。 研究语音表征的结构 阅读中的对话是心理语言学和 语言学理论 最重要的是，研究阅读 能力和语言语音能力不仅是我们的关键 理解阅读，但进一步有一些直接影响人类 健康：鉴于语音成分的遗传方面， 阅读，研究语音表征在阅读中的作用 它们的结构探索了人类遗传禀赋的一个组成部分。

DESCRIPTION (Adapted from the Investigator's Abstract): This research program investigates the role of phonology in reading English: Does reading a word consist solely of a direct association of grapheme (letters) and meaning, or, instead, is it constrained by phonological information, assembled by mapping letters into phonemes? Despite much research effort addressing whether phonology constrains reading, the existing literature reveals some marked contradictions. These contradictions are largely due to a failure to address the question of what phonology is: Phonological representations assembled in reading are linguistic entities whose processing is constrained by their structure. Thus, any account for the role of phonology must be formulated with reference to its linguistic structure. Two major long term goals motivate the present research program. One is to examine a specific model of the assembly of phonology and its contribution to skilled English readers. According to the two cycles model, consonants and vowels are two distinct structural components assembled by distinct processes that contrast in their speed and automaticity. A series of masking and priming experiments is designed to assess the model's predictions regarding the computations properties of consonant and vowel assembly and it role in reading English. A second broad goal is to investigate the thesis that phonological representations assembled in reading are constrained by linguistic knowledge. Following linguistic theory, this project identifies several manifestations of a structural distinction between consonants and vowels in phonological representations. A series of studies examines whether these linguistic distinctions constrain the structure of the representations assembled in reading. This investigation carries wide interdisciplinary implications. Revealing the nature of assembled phonology and its contribution to skilled reading has direct implications for reading instructions and the study of reading disability. Studying the structure of phonological representations assembledin reading is of great interest to both psycholinguistics and linguistic theory. Most importantly, examining the interaction of reading ability and linguistic phonological competence is not only crucial of our understanding of reading but further has some direct implications for human health: in view of the heritable aspect of the phonological component in reading, investigating the role of phonological representations in reading and their structure explores a component of the human genetic endowment.