ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 2003, Vol. 35 ›› Issue (01): 101-105.

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声旁部分信息在儿童学习和记忆汉字中的作用

舒华,毕雪梅2,武宁宁   

  1. 1北京师范大学心理学院, 北京 100875;2北京体育大学, 北京 100084
  • 收稿日期:2002-08-20 修回日期:1900-01-01 出版日期:2003-01-30 发布日期:2003-01-30
  • 通讯作者: 舒华

THE ROLE OF PARTIAL INFORMATION A PHONETIC PROVIDES IN LEARNING AND MEMORIZING NEW CHARACTERS

Shu Hua,Bi Xuemei,Wu Ningning   

  1. 1School of Psychology, Beijing Normal University, Beijing , China 100875;2Beijing University of Physical Education, Beijing, China 100084
  • Received:2002-08-20 Revised:1900-01-01 Published:2003-01-30 Online:2003-01-30
  • Contact: Shu Hua

摘要: 采用类似课堂教学的学习-测验任务,通过3个实验探讨了声旁提供的部分读音信息在儿童学习和记忆汉字中的作用。被试来自北京市两所小学260名四年级学生。实验中要求学生学习和记忆3种生字:(1)声旁提供汉字读音的全部信息,如规则一致字;(2)声旁提供汉字读音的部分信息,如声调不同字或声母不同字;(3)声旁不提供汉字读音的信息,如声旁不知字。要求学生学习所有的字一遍后回忆生字的读音,共学习3遍。实验发现,儿童学习和记忆汉字的正确率随声旁提供的整字读音信息不同而不同:当声旁提供全部信息时正确率最高,当声旁提供部分信息时其次,当声旁没有提供信息时最低;而且声旁提供的部分信息越多,正确率越高。结果表明,儿童对声旁提供的部分读音信息敏感,发展声旁意识对学习和记忆汉字有积极作用

关键词: 声旁, 部分信息, 学习与记忆, 儿童

Abstract: Phonetic awareness has been reported to be important in acquisition of Chinese characters. Using a learning-testing task, which is almost the same as the task a teacher uses in the classroom, the present study examined the role of partial information a phonetic provided for pronunciation of character in learning and memorizing new characters. The basic method is, in a serials of experiments, children are asked to learn and memorize three types of characters: (1) Characters in which the phonetic provides full information (onset, rime and tone) for pronunciation of the whole character, that is regular character. (2) Characters in which the phonetic provides partial information for pronunciation of the whole character, like tone-different character (onset and rime) and onset-different character (rime). (3) Characters in which the phonetic provides no information for pronunciation of the whole character, like phonetic-unknown character. The results showed: (a) Characters in which the phonetic provides full information were better learned than characters in which the phonetic provides partial information, and characters in which the phonetic provides partial information were learned better than characters in which the phonetic provides no information. (b) Children got higher score on tone-different semi-regular characters than on onset-different characters. All these suggested that children can make use of partial information and they are sensitive to different degrees of partial information So partial information is helpful for children in learning and memorizing new Chinese characters

Key words: phonetic, partial information, learning and memorizing, children

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