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1.
The effects of semantic and phonetic radicals on Chinese character decoding were examined. Our results suggest that semantic
and phonetic radicals are each available for access when a corresponding task emphasizes one or the other kind of radical.
But in a more neutral lexical recognition task, the semantic radical is more informative. Semantic radicals that correctly
pertain to character meaning facilitated reaction time in semantic categorization tasks (Experiment #1), while radicals that
had no immediately interpretable relation to character meaning had a strong inhibitory effect. Likewise, phonetic radicals
that accurately indicated a character’s pronunciation facilitated a homonym recognition task (Experiment #2), whereas phonetic
radicals that differed significantly in pronunciation from their character inhibited homonym recognition. In a lexical decision
task (Experiment #3) where each character had either a blurred semantic radical or a blurred phonetic radical, the characters
with a blurred semantic radical elicited a significantly higher error rate and a trend for longer response times. These results
are interpreted to indicate that while educated native Chinese speakers have full use of both semantic and phonetic paths
to character decoding, there is a slight predisposition to semantic decoding strategies over phonetic ones indicating that
the semantic path is the default means of character recognition. 相似文献
2.
Lin Zhou Gang Peng Hong-Ying Zheng I-Fan Su William S-Y. Wang 《Reading and writing》2013,26(6):967-989
Most sinograms (i.e., Chinese characters) are phonograms (phonetic compounds). A phonogram is composed of a semantic radical and a phonetic radical, with the former usually implying the meaning of the phonogram, and the latter providing cues to its pronunciation. This study focused on the sub-lexical processing of semantic radicals which are themselves free standing sinograms. Two primed naming experiments were carried out to examine whether the meanings and pronunciations of the semantic radicals embedded in phonograms were activated or not during sinogram recognition. In Experiment 1, semantically opaque phonograms were used as primes. We observed facilitatory priming effects for targets which were semantically related to the semantic radicals embedded in primes, but not to the primes themselves. These effects were present for low-frequency primes, but not for high-frequency primes. Experiment 2 used only low-frequency phonograms as primes. We observed facilitatory priming effects for targets which were homophones of the semantic radicals embedded in primes, but not of the primes themselves. These results suggest that sub-lexical semantic and phonological information of semantic radicals are activated, and that the activation processes are modulated by the lexical frequency of the host phonograms. Our study shows that sub-lexical processing of semantic radicals is similar to that of phonetic radicals, indicating no fundamental difference between sub-lexical processing of semantic and phonetic radicals, supporting the view that a radical has a unique representation irrespective of its function in the orthographic system of Taft’s model. 相似文献
3.
This study investigated Chinese children’s development of sensitivity to positional (orthographic), phonological, and semantic cues of radicals in encoding novel Chinese characters. A newly designed picture-novel character mapping task, along with nonverbal reasoning ability, vocabulary, and Chinese character recognition were administered to 198 kindergartners, 172 second graders and 165 fifth graders. Children’s strategies in using positional, phonological, and semantic cues of radicals varied across grades. The higher the children’s grade level, the more commonly children used semantic and positional cues of radicals. Regression analyses showed that the contribution of semantic radical awareness for explaining Chinese character reading increased as children’s grade increased, whereas the contribution of positional regularity awareness decreased. These findings suggest that learning Chinese characters involves a transition from a sound- and position-based approach to a meaning-based approach. 相似文献
4.
This paper advances the argument that in learning to read/spell Chinese characters and words, it is important for learners
to understand the role of the component parts. These constituents consist of phonetic and semantic radicals, or bujians, made
up of clusters of strokes in their proper sequence. Beginning readers/spellers need to be sensitive to the positional hierarchy
and internal structure of these constituent parts. Those Chinese children diagnosed with developmental dyslexia tend to have
more difficulties in spelling Chinese characters and in writing to dictation than in reading. A lexical decision study with
two groups of tertiary students differing in their Chinese language ability was carried out to test their efficiency in processing
real and pseudo characters as a function of printed frequency of the characters, and the consistency of their component semantic
radicals. There is some evidence that even for adult readers differing in their Chinese language ability, lexicality, frequency
of characters and the consistency of the semantic radicals affect accurate and rapid character identification. Suggestions
for research and teaching approaches are made to enhance the analysis and synthesis of the phonetic and semantic radicals
to promote efficient reading and spelling in Chinese. 相似文献
5.
We report two experiments investigating the effect of phonological priming on the recognition of two types of Chinese characters: compound targets which contain separate radical components; and integrated targets which do not contain separate radicals. We used a masked priming paradigm with varying prime-target exposure durations. In Experiment 1, phonological priming effects on compound target recognition were found following a 50 msec SOA. However, there was no evidence of phonological priming on integrated target recognition at this SOA. In Experiment 2 we investigated the time course of phonological priming effects at three prime-target SOAs (30, 50 and 80 msec) in a between-subjects design. Semantic priming effects were also investigated. Phonological priming effects on compound target recognition were found following the 50 msec and the 80 msec SOAs. However, there was no evidence of phonological priming on integrated target recognition at any SOA. Semantic priming effects on both compound and integrated target recognition were found in the 50 msec and the 80 msec SOA conditions suggesting that phonological and semantic activation are co-incidental during compound character recognition. We conclude that character type constrains the activation of phonology during Chinese character recognition. 相似文献
6.
7.
We investigated the effects of metalinguistic awareness and the internal structure of Chinese characters on children's incidental learning of word meanings while reading. The participants were 241 Taiwanese children from six fourth-grade classes. They were randomly assigned to read one of two texts, and then their knowledge of unfamiliar characters from both texts was assessed. Two kinds of factors that might influence incidental learning of character meanings were examined: features of the unfamiliar characters (radical helpfulness, phonetic regularity, and contextual support) and child characteristics (radical awareness, phonetic awareness, general vocabulary, and prior knowledge of target characters). Results showed that children could incidentally learn characters during normal reading. Children who had more radical or phonetic awareness knew more characters, especially when the character contained a radical that gave a clue to meaning. However, contrary to expectation, radical helpfulness and phonetic regularity did not contribute to character learning. Characters were easier to learn when contextual support was strong. Copyright 2001 Academic Press. 相似文献
8.
9.
田靓 《云南师范大学学报(教育科学版)》2011,(1):24-28
在西方心理语言学和教育心理学界,语音意识是一个非常活跃的领域,为此人们在不同理论观点的引导下,实施了不少有意义的研究。文章正是在以往研究的基础上具体探讨了影响学习者的汉语语音意识的因素。文章发现,母语差异和汉语水平高低是影响学习者汉语语音意识发展的主要因素,并且这两个因素间存在着显著的交互作用,主要表现为汉语水平低的学习者受母语差异影响小,而汉语水平高的学习者受母语差异影响显著。此外,通过对语音意识作业的详细分析,文章还发现学习者的汉语音位意识发展较早,这一点不同于汉语儿童的语音意识发展顺序。 相似文献
10.
赵楠 《南阳师范学院学报》2013,12(5):74-76
词汇中大量词语的意义和形式之间存在着不同程度的关联。汉语作为强理据性语言,词义透明度大,规律性强;而英语任意性强,其理据性质与汉语差异很大。受汉语思维定式的影响,中国学生会感到英语词汇繁杂无序,难于掌握。本文从语音理据、形态理据、语义理据三个方面对比了英汉理据的主要特征,并探讨了在英语教学中的应用,力图帮助学生从规律的高度,系统有效地学习英语词汇。 相似文献
11.
Pui-sze Yeung Connie Suk-han Ho David Wai-ock Chan Kevin Kien-hoa Chung 《Reading and writing》2016,29(9):1935-1958
A 3-year longitudinal study among 239 Chinese students in Grades 2–4 was conducted to investigate the relationships between orthographic skills (including positional and functional knowledge of semantic radicals and phonetic radicals, and orthographic memory of radicals) and Chinese literacy skills (word reading, word spelling, reading comprehension and written composition). Phonetic radical knowledge was the only significant longitudinal predictor of word reading, whereas all orthographic skills examined were significant longitudinal predictors of word spelling. Reading comprehension was uniquely predicted by semantic radical knowledge. A model showing the relationships between orthographic skills and literacy skills was postulated. 相似文献
12.
采用掩蔽启动范式,通过记录14名被试在字义判断任务中行为反应和事件相关电位（ERPs）,探究汉字的字音和字义激活的时间进程。结果发现：（1）高频字在反应时比低频字要快;（2）高频字音相关字和字义相关字所诱发的P200波幅比无关控制字大;（3）无论高频字还是低频字,字音相关字和字义相关字所诱发的N400波幅都比无关控制字小。结果表明：在汉字识别中,字频会影响汉字的字音和字义的激活,即高频字音信息不迟于字义信息的激活,低频字音信息和字义信息是同时被激活;相比而言,高频字音信息要早于低频字激活。 相似文献
13.
汉字的系统性与汉字认知 总被引：4，自引：1，他引：4
李大遂 《暨南大学华文学院学报》2006,(1):13-21
汉字是记录汉语的符号体系,有其自身的系统性。探求汉字的系统性,并力所能及地对其加以利用,在汉字认知上具有显而易见的意义。汉字的偏旁不但具有构形的功能,而且具有表示音义的功能,因而合体汉字偏旁之间不仅有外部结构关系,也有内部结构关系。汉字的系统性体现在形、音、义3个方面,汉字的字形系统因外在的形体联系而形成,汉字的读音系统因内在的读音联系而形成,汉字的意义系统因内在的意义联系而形成。汉字虽然繁难,但认知得法也可以化难为易,至少可以减轻难度,提高效率。所谓得法,就是了解汉字内在的系统性,然后循着汉字的系统性去进行认知。为了减轻汉字认知的难度,提高汉字认知的效率,至少可以从以下几方面作出努力:其一,以必要的汉字的理论知识为指导,提高学习者汉字认知能力;其二,以偏旁为纲,把一个个汉字放到整个系统中去学习,力求取得纲举目张的效果;其三,通过结构分析和字族字系联来培养汉字系统认知能力。 相似文献
14.
Four experiments are reported here to address the question of whether figurative and phonological processing based on sub-word components (radicals) interact in the recognition of Japanese kanji characters. A delayed matching task was used in which two briefly exposed source characters (e.g., ), each made up by two radicals, were followed by a probe character (e.g., ) which in critical conditions was different from the source characters. The task of the subject was to decide whether the probe was one of the two source characters. When a probe was figuratively similar to the source display, the homophonic relatedness between source and probe characters elicited more false responses to the probe. However, no homophony effect was found when the probe was dissimilar to the source display. Further, the false alarm rates in the homophone condition with figurative similarity was shown to be sensitive to proportion of homophonous trials in negative sets. The results suggest that phonological information of both whole character and of components was automatically activated despite experimental tasks in which subjects were given little incentive to execute phonetic processing. It is concluded that the interaction of figurative and phonological processing is due to mutual activation of the whole character and its radical(s) in the process of word identification in kanji. The results are considered within an interactive-activation framework with fore- and background activation device in multilevels. 相似文献
15.
本文采用纸笔测验方法探讨了中级水平留学生对部件熟悉的陌生形声字的语音提取特点。结果表明,字的类型、声旁位置和形旁可命名性影响中级水平留学生对部件熟悉的陌生形声字的语音提取,具体表现为:规则字的命名成绩好于不规则字;声旁在右的汉字命名成绩好于声旁在左的汉字,形旁不可命名的汉字命名成绩好于形旁可命名的汉字。当陌生形声字的形旁不可命名时,中级水平留学生对整字的命名更倾向于利用声旁信息;形声字声旁在右时,利用可单独命名的声旁命名整字的可能性更大;当形旁可命名时,声旁的语音线索与形旁的语音线索存在竞争。中级水平留学生对部件熟悉的陌生形声字语音提取主要采用"读声旁"、"读形旁"和"类比"三种策略,尤其以"读声旁"和"读形旁"等"读半边"策略为主。 相似文献
16.
林振礼 《泉州师范学院学报》2004,22(3):124-124
这首诗既写得清新自然，又略带禅机，富有哲理情趣。然而，有的论有感于这首被人们广为传诵，奉为经典佳作的诗篇，“作于何时何地，缘何而作，一直令人费解，学人言之不详，颇多歧见”，因而在“登游三清山，观瞻三清宫”之后，撰说是“对其有了新的发现”，认定“朱熹这首《读书有感》诗(《朱公集》卷二为《观书有感》，该数处皆为《读书有感》，不知据何版 相似文献
17.
陈莹 《泉州师范学院学报》2004,22(3):117-124
本从语音、语法和语义三个层面，比较分析英语重音和汉语轻声在音变和构词造句方面的异同点．指出英语重音和汉语轻声会影响并改变重读音节和非重读音节里音位的音质；解释了它们在构词中的语音标志作用及区别词性和词义的功能；并阐述了它们在句子节奏结构中的基础核心作用及分辨句子语法结构和句义的功能。 相似文献
18.
对音还原法发凡 总被引：4，自引：0，他引：4
尉迟治平 《南阳师范学院学报》2002,1(1):10-15
运用对音还原法对同时异源的语言的读音进行横向的对比，探求古代汉语的音值，最重要的是发现对音条例，分析条件，甄别语料，恢复对音时丢失的语音信息、还原实际语音。 相似文献
19.
Hsiao-Lan Sharon Wang Martina Huss Jarmo A. H?m?l?inen Usha Goswami 《Reading and writing》2012,25(2):509-536
The present study explores the relationship between basic auditory processing of sound rise time, frequency, duration and
intensity, phonological skills (onset-rime and tone awareness, sound blending, RAN, and phonological memory) and reading disability
in Chinese. A series of psychometric, literacy, phonological, auditory, and character processing tasks were given to 73 native
speakers of Mandarin with an average age of 9.7 years. Twenty-six children had developmental dyslexia, 29 were chronological
age-matched controls (CA controls) and 18 were reading-matched controls (RL controls). Chinese children with dyslexia were
significantly poorer than CA controls in almost all phonological tasks, in semantic radical search, and in phonological recoding
proficiency. Chinese children with dyslexia also showed significant impairments in most of the basic auditory processing tasks.
Regression analyses demonstrated that different auditory measures of rise time discrimination were the strongest predictors
of individual differences in Chinese character reading (1 Rise task) and phonological recoding (2 Rise task) respectively,
with frequency discrimination also important for nonsense syllable decoding. Our results support the hypothesis that accurate
perception of the amplitude envelope of speech is critical for phonological development and consequently reading acquisition
across languages. 相似文献
20.
Robert B. Katz 《Annals of dyslexia》1996,46(1):187-208
Children who read poorly have difficulty naming objects, and their errors usually bear a semantic or a phonetic resemblance
to the correct words. Excessive semantic and phonetic naming errors could both be due to underlying phonological deficiencies
in poor readers. When children cannot name an object because its name is not represented well in long-term memory or cannot
be processed well, semantic information as well as partially available phonological information may be used in selecting an
alternative response. This hypothesis was tested by looking for the joint influence of semantics and phonology in the naming
errors of third-grade children. The same children were asked to name a set of pictured objects, repeat the object names after
being spoken by the examiner, and recognize the objects from their spoken names. A separate group of children produced associative
responses to the same pictures. First, it was found that, compared with skilled readers, less-skilled readers who named objects
without any time pressure had a deficit that could not be attributed to repetition difficulty or limited vocabulary. Second,
the naming errors showed a semantic relationship to the correct words that was as strong as that of the associative responses.
Third, the naming errors also showed a phonetic relationship to the correct words, whereas the associative responses did not.
Finding a joint semantic and phonetic effect in the naming errors of children suggests that the errors may be attributable
to phonological deficiencies. 相似文献