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1.
The spelling of many disyllabic English word endings holds cues to their grammatical category, beyond obvious inflectional
endings such as -ing for verbs. For example, some letter sequences are clearly associated with nouns (e.g., -oon) and others with verbs (e.g., -erge). This study extended recent research by Arciuli and Cupples (2006), and confirmed that skilled adult readers are sensitive to these orthographic cues. It was found that adults were more likely
to treat pseudowords as nouns when they had noun-like endings than verb-like or control endings, and more likely to treat
pseudowords as verbs when they had verb-like than noun-like endings. This sensitivity held across three tasks (sentence construction,
sentence judgement, and pseudoword judgement), which required increasingly explicit awareness of the way that cues could allow
grammatical categorisation. In some tasks sensitivity to verb-like endings was related to reading ability, although not to
spelling ability or grammatical awareness. Implications for our understanding of language processing are discussed. 相似文献
2.
Phonological processing problems have been consideredcritical in explaining developmental readingdisability. Reading disabled children were comparedwith two matched reading-level normal control groupson indicators of phonological processing. The readingdisabled children had lower nonword readingperformance than the phonics taught controls. However, performance was equivalent to that of thecontrols without phonics teaching. Therefore anonword reading deficit was not in itself diagnosticof developmental reading disability. The readingdisabled children and the non-phonics control groupwho exhibited lower nonword reading did not differfrom the phonics taught control group in phonemeawareness, nor in magnitude of the word regularityeffect. Nevertheless, within all groups thosechildren with higher phonemic awareness skills showedlarger word regularity effects and better nonwordreading. Processes involving two sources of knowledgefor phonological recoding are discussed asexplanations of these and many previous results onphonological deficits and of the phonological effectsof phonics instruction. 相似文献
3.
Inflectional morphology and dyslexia: Italian children’s performance in a nonword pluralization task
Maria Vender Federica Mantione Silvia Savazzi Denis Delfitto Chiara Melloni 《Annals of dyslexia》2017,67(3):401-426
In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old). Our task, inspired by Berko’s Wug Test, had the aim of testing the subjects’ ability to apply pluralization rules to nonwords in the morphologically complex context of Italian nominal inflection. Results demonstrate that dyslexics display poorer morphological skills in comparison to controls, showing lower accuracy in the task. Furthermore, the dissimilar performances reported by the subjects in the different conditions indicate that the ability to inflect nonwords depends on factors such as the rule’s productivity, frequency, and opacity with respect to gender. Finally, the children’s performance in this task was significantly related to their reading proficiency, and it could predict accuracy in word reading independently of phonological awareness and working memory. 相似文献
4.
Mark Yates 《Journal of Research in Reading》2012,35(2):215-226
Although it is assumed that semantics is a critical component of visual word recognition, there is still much that we do not understand. One recent way of studying semantic processing has been in terms of semantic neighbourhood (SN) density, and this research has shown that semantic neighbours facilitate lexical decisions. However, it is not clear if this facilitation reflects actual word recognition processes or is instead due to participant strategies used during the lexical decision task. To address this, the current research used college students as participants and tested the effect of SN density using the semantic categorisation and progressive demasking tasks. Both of these tasks require word identification and are not susceptible to the participant strategies that are seen when using the lexical decision task. The results show that SN facilitates responding in both tasks, indicating that SN effects are not due to task‐specific strategies. 相似文献
5.
韩伟 《信阳师范学院学报(哲学社会科学版)》2006,26(2):81-85,96
在汉字发展过程中，汉字形体求异有合规律的和反规律的两种。合规律的是为解决多词同形而另造新形，使词有专形而获得词义的清晰表达；反规律的则是为了某种需要而为已有汉字另造新形，或者是对事物的认识和理解的不同而为现有汉字制造了异形。无论是合规律的还是反规律的，都有当时社会背景下的选择依据，其要么具有汉字学意义上的价值，要么具有社会文化学意义上的价值，都是符合人类思维规律的必然选择。 相似文献
6.
Developments in the field of gender theory as applied to education since the 1970s are briefly reviewed in order to highlight key challenges and debates around gender categorisation and identification in gender and education. We argue that conundrums of categorisation have haunted, and continue to haunt, the field of gender theory, and empirical applications (such as the case of education) in particular. We explain how we have attempted to address some of the conundrums arising in our own theoretical work, and analyse remaining challenges that we feel the field of education needs to address in order to advance theoretically. Identifying two key tensions underpinning this empirical dilemma of gender categorisation – the tension between agency and determinism in gender identification, and that between gender deconstruction and gender analysis – we seek to weave a path through some of these complex debates, and to indicate ways in which they may be addressed in future work. We argue that in order to avoid essentialism and reification of gender distinction, we need to apply a ‘three-fold’ analysis that incorporates three different elements in our categorisation of gender: spectator perspective; respondent perspective and social context. 相似文献
7.
Twelve children with learning disabilities attending a remedial summer clinic were compared with 12 normally achieving controls balanced for age, sex, and handedness on alpha amplitude and production of narratives. Specifically, all subjects participated in three conditions. Condition 1 was a vigilance condition, Condition 2 involved listening to a story without an ending that had to be retold, and Condition 3 was an opportunity to rehearse the story mentally and construct an appropriate ending. Alpha amplitudes were monitored during the three conditions to determine any hemispheric asymmetry or differences between groups or conditions in alpha production. The subjects' narrative productions of retelling the story with a novel ending were also analyzed using a cohesion analysis procedure. The results showed no significant differences between the groups in alpha amplitude, but there was a significant task effect with the vigilance condition, story comprehension, and rehearsal showing decreasing alpha amplitudes in both groups of subjects. Analysis of the narratives showed the group with learning disabilities to produce significantly shorter and less cohesive stories. Results are discussed in relation to other studies of hemispheric processing differences in populations with learning disabilities. 相似文献
8.
Patterns of spelling in young deaf and hard of hearing students 总被引：1，自引：0，他引：1
Allman TM 《American annals of the deaf》2002,147(1):46-64
The study examined the invented spelling abilities demonstrated by kindergarten and first-grade deaf and hard of hearing students. The study included two parts: In Part 1, the researcher compared three groups (deaf, hard of hearing, and hearing) using posttesting only on the Early Reading Screening Inventory, or ERSI (Morris, 1998), and in part 2 collected and analyzed samples of the spelling of deaf students in a Total Communication program. Analysis showed that the deaf group performed significantly differently in three areas: concept of word, word recognition, and phoneme awareness ("invented spelling"; Read, 1971). The deaf group outperformed the hearing and hard of hearing groups in concept of word and word recognition. But in phoneme awareness, the deaf group performed significantly less well than the hearing group. Therefore, the deaf group's spelling was followed for 1 year. Deaf students' spelling patterns were not the same as those of hearing and hard of hearing students. Deaf students' spelling miscues were directly related to the cueing systems of lipreading, signing, and fingerspelling. 相似文献
9.
Pekka Salonen Janne Lepola Pekka Niemi 《European Journal of Psychology of Education - EJPE》1998,13(2):155-174
This study examined the development of reading skill during the first school year. The predictors were pre-school motivational orientations, coping tendencies, knowledge of the alphabet and phonemic awareness. From 151 pre-school children (6 years of age) rated by pre-school teachers on motivational orientations, 32 non-readers were allocated according to their dominating motivational disposition to one of the following extreme groups: task orientation, social dependence, ego-defensive, and multiple non-task-oriented. Each group included 8 children. The subjects' phonemic awareness and knowledge of the alphabet were assessed. Coping strategies were observed in pre-school during a play-like construction task comprising three induced pressure episodes. At the end of the first grade the children were assessed on word reading skill and again on motivational orientation. Both group comparisons and idiographic analyses were made. Results indicated that pre-school phonemic awareness was associated with first grade word reading skill. Rated task orientation in pre-school enhanced significantly the prediction of fluent word reading. Task-oriented children showed significantly better word reading skill than ego-defensive or multiple non-task-oriented children. Ego-defensive and multiple non-task-oriented subjects showed significantly less task oriented, and more ego-defensive, coping behaviour under pressure than task-oriented subjects. This finding suggests greater vulnerability of ego-defensive and multiple non-task-oriented children which may contribute to diverging reading careers. Idiographic analyses indicated parallel developmental changes in reading skill, motivational orientations and coping patterns confirming the role of motivation in the formation of an individual's reading career. 相似文献
10.
Three experiments are reported that investigate the cognitive processes underlying contextual and isolated word reading. In Phase 1, undergraduate participants were exposed to 75 target words under three conditions. The participants generated 25 words from definitions, read 25 words in context and read 25 in isolation. In Phase 2, volunteers completed either an explicit recall task (Experiment 1), an implicit word stem completion task (Experiment 2) or both tasks (Experiment 3). Our findings provide converging evidence that contextual and isolated word reading elicit different patterns of cognitive processing. Specifically, Experiments 1–3 demonstrated that words read in context were remembered similarly to words generated from definitions: words from both conditions were recalled more frequently in the surprise memory task and selected less often to complete the word stems in the implicit memory task. The opposite pattern was noted for words read in isolation. Reading in context is discussed in terms of its greater reliance on semantic processing, whereas isolated word reading is discussed in relation to perceptually driven processes. 相似文献
11.
12.
Two experiments were conducted to compare morphological processing of skilled and less skilled Dutch readers. Prefixes and suffixes provide morphological information concerning meaning and/or function of the word stem. There is some empirical support for the hypothesis that these sublexical access units are functionally involved in the process of word recognition. The present study focuses on the role of prefixes as access units in visual word recognition. Adult skilled Dutch readers and elementary school children were presented a lexical decision task using polysyllabic word and nonword items. Prefix Frequency (high/low) and Prefix Quality (true/pseudo prefix ratio) were manipulated. Evidence for differential use of prefix information in adults and elementary school children was found. Characteristic difference patterns between skilled and less skilled readers are discussed. It is concluded that the information accessed by prefixes is semantically combined with the subsequent word stem (root). Characteristics of the prefix plus stem combination largely determine speed of access to the complex word item processed. 相似文献
13.
Roots and patterns in Hebrew language development: evidence from written morphological analogies 总被引：1，自引：0，他引：1
Morphology is one of the organizing principles of the mental lexicon. It is especially important in Hebrew, where word structure expresses a rich array of semantic notions. This study investigated the ability of Hebrew-speaking children to solve written morphological analogies by reading and completing two sets of real and invented root- and pattern-related nouns using a closed set of responses. In the first experiment, 152 gradeschoolers (2nd–6th grade) were administered an analogy task with real words, where they had to read written stimuli and elicit root and pattern components from them. In the second experiment, 148 gradeschoolers were administered a similar reading task with pseudowords. In both experiments, the results clearly indicate an early and robust ability of Hebrew-speaking children to perform morphological analogies using both roots and patterns. Most errors involved the root morpheme rather than the pattern morpheme, but pseudowords elicited more pattern errors. These results are discussed in view of models of morphological processing and morpho-lexical development in Hebrew. 相似文献
14.
The present study examined the use of statistical cues for word boundaries during Chinese reading. Participants were instructed
to read sentences for comprehension with their eye movements being recorded. A two-character target word was embedded in each
sentence. The contrast between the probabilities of the ending character (C2) of the target word (C12) being used as word
beginning and ending in all words containing it was manipulated. In addition, by using the boundary paradigm, parafoveal overlapping
ambiguity in the string C123 was manipulated with three types of preview of the character C3, which was a single-character
word in the identical condition. During preview, the combination of C23′ was a legal word in the ambiguous condition and was
not a word in the control condition. Significant probability and preview effects were observed. In the low-probability condition,
inconsistency in the frequent within-word position (word beginning) and the present position (word ending) lengthened gaze
durations and increased refixation rate on the target word. Although benefits from the identical previews were apparent, effects
of overlapping ambiguity were negligible. The results suggest that the probability of within-word positions had an influence
during character-to-word assignment, which was mainly verified during foveal processing. Thus, the overlapping ambiguity between
parafoveal words did not interfere with reading. Further investigation is necessary to examine whether current computational
models of eye movement control should incorporate statistical cues for word boundaries together with other linguistic factors
in their word processing system to account for Chinese reading. 相似文献
15.
Debra Jared Pierre Cormier Betty Ann Levy Lesly Wade-Woolley 《Reading and writing》2012,25(6):1327-1343
We investigated whether children who were learning to read simultaneously in English and French activate phonological representations from only the language in which they are reading or from both of their languages. Children in French Immersion programs in Grade 3 were asked to name aloud cognates, interlingual homographs, interlingual homophones, and matched control words. Half of the participants performed the task in English, their first oral language, and half performed the task in French. Control monolingual children in each language were also tested. In the French reading task, fewer errors were observed for cognates and interlingual homophones than for matched control words, whereas more errors were produced for interlingual homographs than matched controls. Only the inhibitory interlingual homograph effect was observed in the English reading task. These data provide evidence that phonological activation in bilinguals is not language selective. The locus of each of these effects in the bilingual word recognition system is discussed. 相似文献
16.
Stephanie I. Wassenburg Björn B. de Koning Meinou H. de Vries A. Marije Boonstra Menno van der Schoot 《Journal of Research in Reading》2017,40(3):274-296
Text comprehension requires readers to mentally simulate the described situation by reactivating previously acquired sensory and motor information from (episodic) memory. Drawing upon research demonstrating gender differences, favouring girls, in tasks involving episodic memory retrieval, the present study explores whether gender differences exist in mental simulation in children (Grades 4 to 6). In Experiment 1, 99 children performed a sentence–picture verification task measuring mental simulation at sentence level. In Experiment 2, 97 children completed a lexical decision task in which imageability of words was manipulated to measure mental simulation at word level. Only for girls we found faster reaction times for matching versus mismatching sentence–picture pairs (Experiment 1) and high‐imageability versus low‐imageability words (Experiment 2). The results suggest that girls construct more coherent and vivid mental simulations than boys and rely more heavily on these representations. The results emphasize the importance of including gender into reading comprehension research. [Correction added on 13 June 2016, after first online publication: The affiliation of author “Björn B. de Koning” was previously wrong and has been corrected in this current version.] 相似文献
17.
Richard J. Riding Alan Glass Stuart R. Butler Christopher W. Pleydell‐Pearce 《教育心理学》1997,17(1-2):219-234
Abstract When presented with a task, it was hypothesised that different people tend to process the same information in different ways, using different areas of the brain, depending upon their cognitive style. The study used 15 adult subjects, who received the computer‐presented Cognitive Styles Analysis to assess their positions on two basic cognitive style dimensions: the Wholist‐Analytic and Verbal‐Imagery. In a computer‐presented task, subjects were asked to view words presented singly at a rate of two, five and 10 words/second and in pairs at five and 10 word‐pairs/second and to press a key when a word appeared which was in a target conceptual category (e.g. a fruit). The task comprised eight 30‐second trials. During the task, alpha band EEG was monitored at 15 locations. For the Wholist‐Analytic style, Analytics had, over all tasks, lower alpha power relative to the Wholists at all locations, and particularly posteriorly. With the Verbal‐Imagery dimension, there was style‐hemisphere effect, with Verbalisers having relatively more suppression on the left posterior temporal location T5 compared to right T6, and Imagers having the reverse. These results justify further exploration of the cerebral basis of individual differences in cognitive style. 相似文献
18.
In English, positions of lexical stress in disyllabic words are associated with word categories; that is, nouns tend to be stressed more often on the first syllable, whereas verbs are more likely to be stressed on the second syllable (i.e. subject (noun) vs. subject (verb)). This phenomenon, which is called the stress typicality effect, has been shown to facilitate word recognition to native English speakers. However, there is little research on whether it also facilitates word recognition to non-native speakers of English, in particular, to English learners with a tonal first language. To fill this research gap, the present study investigated whether the stress typicality effect modulated word recognition in native speakers of Chinese who learned English as a second language. Both visual grammatical classification and lexical decision tasks were administered to ESL learners with intermediate and advanced English proficiency. The results revealed that Chinese intermediate ESL learners were not sensitive to stress typicality in English; however, the advanced learners were. The findings suggest that different performances in stress assignment among Chinese ESL learners were influenced by their English proficiency levels. 相似文献
19.
Bouton S Bertoncini J Serniclaes W Colé P 《Journal of deaf studies and deaf education》2011,16(4):458-473
We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed respectively through a phonemic similarity judgment task and through a word span task measuring phonological similarity effects. To assess the use of sublexical and lexical reading procedures, children read pseudowords and irregular words aloud. Results showed that cued speech improved performance on both the phonemic awareness and the reading tasks but not on the phonological short-term memory task. In phonemic awareness and reading, CS+ children obtained accuracy and rapidity scores similar to CA controls, whereas CS- children obtained lower scores than hearing controls. Nevertheless, in phonological short-term memory task, the phonological similarity effect of both CI groups was similar. Overall, these results support the use of cued speech to improve phonemic awareness and reading skills in CI children. 相似文献
20.
Probabilistic Cues to Grammatical Category in English Orthography and Their Influence During Reading
We investigated probabilistic cues to grammatical category (noun vs. verb) in English orthography. These cues are located in both the beginnings and endings of words—as identified in our large-scale corpus analysis. Experiment 1 tested participants' sensitivity to beginning and ending cues while making speeded grammatical classifications. Experiment 2 tested sensitivity to these cues during lexical decisions. For both tasks, words with consistent ending cues (with respect to grammatical category) were processed more quickly and with lower error rates than words with inconsistent ending cues. However, for beginnings, consistent cues resulted in lower errors but no differences in response times. The data reported here point to the multifaceted nature of grammatical category representation and indicate that probabilistic orthographic cues relating to grammatical category have a clear influence on lexical processing particularly when these cues are located at the end of the word. 相似文献