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 ›› 2022, Vol. 54 ›› Issue (8): 905-916.doi: 10.3724/SP.J.1041.2022.00905

• 研究报告 • 上一篇    下一篇

小学低年级汉语儿童语素意识、汉字识别和词汇知识的发展关系——交叉滞后研究

夏月1, 谢瑞波1(), 王振梁1, 阮世芳2, 伍新春3,4()   

  1. 1浙江师范大学家长教育研究中心, 浙江省智能教育技术与应用重点实验室, 金华 321004
    2北京师范大学中国基础教育质量监测协同创新中心, 北京 100875
    3北京师范大学心理学部,应用实验心理北京市重点实验室, 儿童阅读与学习研究中心, 北京 100875
    4北京师范大学(珠海校区)应用心理学院, 广东 珠海 519087
  • 收稿日期:2021-09-10 出版日期:2022-08-25 发布日期:2022-06-23
  • 通讯作者: 谢瑞波,伍新春 E-mail:xrb4526@zjnu.edu.cn;xcwu@bnu.edu.cn
  • 基金资助:
    浙江省哲学社会科学重点研究基地(儿童文化研究院)项目(20JDZD060);国家社会科学基金重大项目(13&ZD188)

The relationship among morphological awareness, character recognition and vocabulary knowledge in elementary school children: A cross-lagged model

XIA Yue1, XIE Ruibo1(), WANG Zhenliang1, NGUYEN Thi Phuong2, WU Xinchun3,4()   

  1. 1Parent Education Research Center in Zhejiang Normal University, Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Jinhua 321004, China
    2Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, 100875, China
    3Faculty of Psychology, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children’s Reading and Learning, Beijing Normal University, Beijing 100875, China
    4School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai 519087, China
  • Received:2021-09-10 Online:2022-08-25 Published:2022-06-23
  • Contact: XIE Ruibo,WU Xinchun E-mail:xrb4526@zjnu.edu.cn;xcwu@bnu.edu.cn

摘要:

以146名小学一年级儿童为研究对象, 进行了历时2年的3次追踪测试, 考察小学生从一到三年级的语素意识、汉字识别和词汇知识之间发展关系的变化。在控制了语音意识、快速命名、正字法意识、一般认知能力和自回归效应后, 结果发现:(1)一年级时的汉字识别显著预测二年级的同音语素意识和同形语素意识; (2)一年级时的词汇知识显著预测二年级的复合语素意识和汉字识别; (3)二年级时的汉字识别和词汇知识对三年级的同音语素意识、同形语素意识和复合语素意识均有显著预测作用; (4)二年级时的同形语素意识对三年级的词汇知识具有显著预测作用。结果表明, 小学一至三年级的汉字识别和词汇知识对语素意识具有预测作用; 三种语素意识对汉字识别和词汇知识的预测作用中, 只有同形语素意识能够显著预测词汇知识; 三种语素意识、汉字识别和词汇知识的发展关系存在变化且具有阶段性特点。

关键词: 语素意识, 汉字识别, 词汇知识, 交叉滞后模型, 汉语儿童

Abstract:

The present study aims to examine the relationship among morphological awareness, Chinese character recognition and vocabulary knowledge of elementary school students. Numerous studies on the language development of Chinese children show that as language learning progresses, an individual’s language system gradually develops and matures. Morphological awareness, Chinese character recognition and vocabulary knowledge play an important role in children’s language development. There is a solid one-to-one correspondence between syllables, morphemes and characters in Chinese. It is necessary to consider morphological awareness, Chinese character recognition and vocabulary knowledge simultaneously in the language development among elementary school children.
Three follow-up tests were administered to 146 first-grade elementary school children over a 2-year period to examine changes in the developmental relationships between morphological awareness, Chinese character recognition, and vocabulary knowledge in elementary school children in grades 1 through 3. In addition, phonological awareness, rapid automatized naming of digits, orthographic awareness and intelligence were all measured as control variables at Time 1 (spring semester of Grade 1). A cross-lagged model was conducted to explore the relationship among children’s morphological awareness, character recognition and vocabulary knowledge at different time points.
The results showed that the relationship among morphological awareness, Chinese character recognition and vocabulary knowledge varied across developmental stages after controlling the aforementioned control variables. (1) Chinese character recognition at Time 1 significantly predicted the homophone and homograph awareness at Time 2; (2) Vocabulary knowledge at Time 1 significantly predicted compounding awareness and Chinese character recognition at Time 2; (3) Chinese character recognition and vocabulary knowledge at Time 2 significantly predicted homophone, homograph and compounding awareness at Time 3. (4) Homograph awareness at Time 2 significantly predicted vocabulary knowledge at Time 3.
The results indicated that the relationship among different levels of morphological awareness, Chinese character recognition and vocabulary knowledge in Chinese elementary children has been changed over time. From Grade 1 to Grade 3, Chinese character recognition and vocabulary knowledge had stable predictive effects on morphological awareness, while the predictive effects of morphological awareness on Chinese character recognition and vocabulary knowledge changed with age.

Key words: morphological awareness, Chinese character recognition, vocabulary knowledge, cross-lagged study, Chinese children

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