不同阅读能力儿童汉语形声字的词汇和亚词汇语音加工

摘要/Abstract

摘要： 使用过程分离程序,考察了词汇和亚词汇语音加工对汉语合体字整字语音激活的相对贡献,及其与汉语儿童阅读能力之间的可能的相互作用。实验要求40名小学5年级儿童命名包含声旁的高频和低频合体字。其中,声旁与整字读音或者一致（规则字）,或者不一致（不规则字）。结果发现,总的来说,词汇加工的贡献大于亚词汇加工的贡献。然而,同阅读能力高的儿童相比,阅读能力低的儿童中,这种差异要小。文章指出,在汉语合体字加工过程中,声旁自动分解并用来通达心理词典中它们自己的语音表征（以及包含这些声旁的其它字的语音表征）,这种过程平行于词汇水平的语音加工。儿童阅读能力和字频均能调整亚词汇语音加工对汉语合体字整字语音激活的贡献。

关键词: 汉语阅读, 汉字, 亚词汇加工, 声旁, 儿童阅读能力

Abstract: An experiment was conducted to investigate the relative contribution of lexical and sublexical processing to phonological activation of complex Chinese characters and its possible interaction with the reading ability of Chinese school children. Fifth grade children were asked to read aloud high and low frequency complex characters with embedded phonetic radicals. These radicals are pronounced either in the same way as the whole characters (regular characters) or differently (irregular characters). Using process dissociation procedure, this experiment tried to tear apart the relative contribution from character-level processing and sublexical processing of phonetic radicals to phonological activation of the whole characters. Contribution from lexical processing was generally greater than contribution from sublexical processing. However, this difference was attenuated for children with lower reading ability. It is argued that in reading complex Chinese characters, phonetic radicals are decomposed and used to access their own phonological representations (as well as phonological representations of other characters containing these radicals) in the lexicon, in parallel to lexical-level phonological processing. Contribution of sublexical processing to phonological activation of whole-characters is modulated by children's reading ability and by character frequency.

Key words: reading Chinese, Chinese characters, sublexical processing, phonetic radicals, reading ability of children

中图分类号:

B842.1

张亚旭, 周晓林, 舒华, 曹凡. (2003). 不同阅读能力儿童汉语形声字的词汇和亚词汇语音加工. 心理学报, 35(增刊), 6-13.

Zhang Yaxu, Zhou Xiaolin, Shu Hua, Cao Fan. (2003). Lexical and Sublexical Contribution to Phonological Activation in Reading Chinese: Interaction with Children's Reading Ability. Acta Psychologica Sinica, 35(增刊), 6-13.

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