Phonological markedness constraints on reading

这项拟议的研究有两个目的：它调查语音能力的性质，并考察其 在阅读技能中的作用。为了解决语音能力的本质，我们确定了三组核心 语言学分析表明，语音偏好是普遍的。拟议的研究检查了 演讲者是否表现出这样的偏好，调查他们出现所需的经验的性质 (包括语言输入的统计特性及其在声学和发音细节方面的丰富性)；以及 追踪他们在婴儿期的发育情况。该提案的第二个目标是审查 阅读技能中的语音能力。尽管众所周知，熟练的阅读能力取决于 语音加工，语音能力在阅读中的确切作用还没有被很好地理解：是语音能力 语言能力仅限于阅读习得的早期阶段(即音素的发展 意识)，还是语言能力在熟练阅读中的印刷品呈现中与在线交互作用？至 为了解决这个问题，拟议的研究考察了表征是否在默读中组装 受语音标记偏好的限制，并将它们的结构与 口语。 核心音位制约的性质是语言学理论和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获得性 经验告诉研究大脑的可塑性，并阐明了高级认知的遗传性，问题 它们处于认知神经科学和发展心理生物学的前沿。虽然现在 研究没有专门针对阅读障碍，其结果可能与阅读障碍的诊断和治疗相关 对这种阅读障碍的理解。鉴于阅读障碍在人群中的发病率很高， 对阅读技能和阅读障碍的研究也对人类健康有着直接的影响。

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.