二、三和五年级儿童对形旁语义的加工
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摘要
结合启动范式和汉字判断任务,通过操纵目标字语义透明度,在汉字阅读过程探查了二、三、五年级儿童对形旁语义的加工。采用3×2×2混合实验设计,自变量为被试类型(小学二、三、五年级儿童)、启动字类型(字形相关vs.无关)和目标字类型(透明字vs.模糊字)。结果发现启动字类型、目标字类型和年级三者交互作用显著。随后分析在三、五年级儿童中发现了显著的独立于字形的形旁语义启动效应,启动字中的共享形旁对模糊字的识别产生了更大的抑制作用,而在二年级儿童中并没有发现这种效应。此结果说明形旁语义可以在儿童汉字识别过程中产生激活并发挥作用,但是这种激活存在着年级差异。
Although studies with priming paradigm have confirmed the semantic activation of semantic radicals during the processing of Chinese phonograms in adult readers,little research has explored the processing of the semantic radicals in children.Most prior research on children has focused on the roles of morphological structure and positional information in Chinese compound word recognition.However,phonograms are the most common Chinese characters that children learn during the elementary school.Additionally,to acquire the meaning of a character without knowing the morphological structure or positions is the necessary process for a child learning to read.Thus,the main purpose of the current study is to investigate the effects of semantic radicals in Chinese phonogram recognition among the developing readers.A three(Grade:two vs.third vs.fifth) × two(target type:transparent vs.opaque) × two(prime type:form related vs.form unrelated) three-factor mixed experimental design was adopted.Four conditions were formed by crossing target type and prime type.When transparent phonograms were the targets,opaque phonograms served as the form-related primes;Similarly,for opaque targets,transparent phonograms served as the form related primes.Regarding the two form unrelated conditions,the unrelated characters served as the primes of opaque or transparent phonograms.Therefore,there were three types of critical stimuli:transparent,opaque and unrelated control characters.The mean character frequency,stroke number,phonogram regularity and character familiarity were balanced across these three types of characters.Besides,information constrained by the phonetic radical(i.e.radical combinability or the character frequency when it was used as a simple character) was also kept the same across the three conditions.Each trial began with a fixation cross in the central of screen for 500 ms,which was replaced by the prime stimuli for 200 ms.The target appeared immediately after the prime and stayed on the screen until participants responded,or for 2000 ms when no responses were made.The participants were required to judge whether the targets presented on the screen were real characters by pressing the corresponding keys as quickly and accurately as possible.Grade 5 children showed shorter reaction time and higher accurate rate than grade 3 children,who then performed better than grade 2 students.Besides,the main effect of prime type was significant,with form related condition showing the slower reaction time.Significant interaction between grade,prime type and target type were also found for both reaction time and accuracy.Further analysis revealed significant interaction between prime type and target type among 3 and 5 graders,the inhibition effect of semantic radicals was greater when the target was opaque characters.In contrast,no such effects were found in Chinese 2 graders.These results suggest that semantic information of semantic radicals can play an important role in Chinese character recognition among the developing readers.However,it is associated with a child's reading proficiency.Grade 3 and 5 readers can use the meaning of semantic radicals to identity a Chinese character,while grade 2 students do not show this ability.The present results provide the evidence for the Taft's model,in which researchers argued the semantic radical is presented independently in one's mental representation.
Although studies with priming paradigm have confirmed the semantic activation of semantic radicals during the processing of Chinese phonograms in adult readers,little research has explored the processing of the semantic radicals in children.Most prior research on children has focused on the roles of morphological structure and positional information in Chinese compound word recognition.However,phonograms are the most common Chinese characters that children learn during the elementary school.Additionally,to acquire the meaning of a character without knowing the morphological structure or positions is the necessary process for a child learning to read.Thus,the main purpose of the current study is to investigate the effects of semantic radicals in Chinese phonogram recognition among the developing readers.A three(Grade:two vs.third vs.fifth) × two(target type:transparent vs.opaque) × two(prime type:form related vs.form unrelated) three-factor mixed experimental design was adopted.Four conditions were formed by crossing target type and prime type.When transparent phonograms were the targets,opaque phonograms served as the form-related primes;Similarly,for opaque targets,transparent phonograms served as the form related primes.Regarding the two form unrelated conditions,the unrelated characters served as the primes of opaque or transparent phonograms.Therefore,there were three types of critical stimuli:transparent,opaque and unrelated control characters.The mean character frequency,stroke number,phonogram regularity and character familiarity were balanced across these three types of characters.Besides,information constrained by the phonetic radical(i.e.radical combinability or the character frequency when it was used as a simple character) was also kept the same across the three conditions.Each trial began with a fixation cross in the central of screen for 500 ms,which was replaced by the prime stimuli for 200 ms.The target appeared immediately after the prime and stayed on the screen until participants responded,or for 2000 ms when no responses were made.The participants were required to judge whether the targets presented on the screen were real characters by pressing the corresponding keys as quickly and accurately as possible.Grade 5 children showed shorter reaction time and higher accurate rate than grade 3 children,who then performed better than grade 2 students.Besides,the main effect of prime type was significant,with form related condition showing the slower reaction time.Significant interaction between grade,prime type and target type were also found for both reaction time and accuracy.Further analysis revealed significant interaction between prime type and target type among 3 and 5 graders,the inhibition effect of semantic radicals was greater when the target was opaque characters.In contrast,no such effects were found in Chinese 2 graders.These results suggest that semantic information of semantic radicals can play an important role in Chinese character recognition among the developing readers.However,it is associated with a child's reading proficiency.Grade 3 and 5 readers can use the meaning of semantic radicals to identity a Chinese character,while grade 2 students do not show this ability.The present results provide the evidence for the Taft's model,in which researchers argued the semantic radical is presented independently in one's mental representation.
引文
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Feldman,L.B.,&Siok,W.W.T.(1999).Semantic radicals contribute to the visual identification of Chinese characters.Journal of Memory and Language,40(4),559-576.
Giraudo,H.(1999).Role et representation de l'information morphologique chezl'apprentilecteur et l'enfant dyslexique.Foundation Fyssen,16,81-90.
Ho,C.S.H.,Ng,T.T.,&Ng,W.K.(2003).A“radical”approach to reading development in Chinese:The role of semantic radicals and phonetic radicals.Journal of Literacy Research,35(3),849-878.
Hung,Y.H.,Hung,D.L.,Tzeng,O.J.L.,&Wu,D.H.(2014).Tracking the temporal dynamics of the processing of phonetic and semantic radicals in Chinese character recognition by MEG.Journal of Neurolinguistics,29,42-56.
Lázaro,M.,Camacho,L.,&Burani,C.(2013).Morphological processing in reading disabled and skilled Spanish children.Dyslexia,19(3),178-188.
Liu,D.,Chung,K.K.H.,Zhang,Y.M.,&Lu,Z.(2014).Sensitivity to the positional information of morphemes inside Chinese compound words and its relationship with word reading.Reading and Writing,27,431-450.
Liu,D.,&McBride-Chang,C.(2014).Morphological structure processing during word recognition and its relationship to character reading among Third-Grade Chinese children.Journal of Psycholinguistic Research,43(6),715-735.
McCutchen,D.,Logan,B.,&Biangardi-Orpe,U.(2009).Making meaning:Children’s sensitivity to morphological information during word reading.Reading Research Quarterly,44(4),360-376.
Schiff,R.,Raveh,M.,&Kahta,S.(2008).The developing mental lexicon:Evidence from morphological priming of irregular Hebrew forms.Reading and Writing,21(7),719-743.
Shen,H.H.,&Ke,C.(2007).Radical awareness and word acquisition among nonnative learners of Chinese.The Modern Language Journal,91(1),97-111.
Shu,H.,&Anderson,R.C.(1997).Role of radical awareness in the character and word acquisition of Chinese children.Reading Research Quarterly,32(1),78-89.
Shu,H.,Chen,X.,Anderson,R.C.,Wu,N.N.,&Xuan,Y.(2003).Properties of school Chinese:Implications for learning to read.Child Development,74(1),27-47.
Taft,M.(2006).Processing of characters by native Chinese readers.In P.Li,L.H.Tan,E.Bates,&O.J.L.Tzeng(Eds.),The handbook of East Asian psycholinguistics,Vol.1:Chinese(pp.237-249).Cambridge,U K:Cambridge University Press.
Williams,C.,&Bever,T.(2010).Chinese character decoding:A semantic bias?Reading and Writing,23(5),589-605.
Zhou,L.,Peng,G.,Zheng,H.Y.,Su,I.F.,&Wang,W.S.Y.(2013).Sub-lexical phonological and semantic processing of semantic radicals:A primed naming study.Reading and Writing,26(6),967-989.
Downing,J.(1984).Task awareness in the development of reading skill.In J.Downing&R.Valtin(Eds.),Language awareness and learning to read(pp.27-55).New York:Springer.
Feldman,L.B.,&Siok,W.W.T.(1999).Semantic radicals contribute to the visual identification of Chinese characters.Journal of Memory and Language,40(4),559-576.
Giraudo,H.(1999).Role et representation de l'information morphologique chezl'apprentilecteur et l'enfant dyslexique.Foundation Fyssen,16,81-90.
Ho,C.S.H.,Ng,T.T.,&Ng,W.K.(2003).A“radical”approach to reading development in Chinese:The role of semantic radicals and phonetic radicals.Journal of Literacy Research,35(3),849-878.
Hung,Y.H.,Hung,D.L.,Tzeng,O.J.L.,&Wu,D.H.(2014).Tracking the temporal dynamics of the processing of phonetic and semantic radicals in Chinese character recognition by MEG.Journal of Neurolinguistics,29,42-56.
Lázaro,M.,Camacho,L.,&Burani,C.(2013).Morphological processing in reading disabled and skilled Spanish children.Dyslexia,19(3),178-188.
Liu,D.,Chung,K.K.H.,Zhang,Y.M.,&Lu,Z.(2014).Sensitivity to the positional information of morphemes inside Chinese compound words and its relationship with word reading.Reading and Writing,27,431-450.
Liu,D.,&McBride-Chang,C.(2014).Morphological structure processing during word recognition and its relationship to character reading among Third-Grade Chinese children.Journal of Psycholinguistic Research,43(6),715-735.
McCutchen,D.,Logan,B.,&Biangardi-Orpe,U.(2009).Making meaning:Children’s sensitivity to morphological information during word reading.Reading Research Quarterly,44(4),360-376.
Schiff,R.,Raveh,M.,&Kahta,S.(2008).The developing mental lexicon:Evidence from morphological priming of irregular Hebrew forms.Reading and Writing,21(7),719-743.
Shen,H.H.,&Ke,C.(2007).Radical awareness and word acquisition among nonnative learners of Chinese.The Modern Language Journal,91(1),97-111.
Shu,H.,&Anderson,R.C.(1997).Role of radical awareness in the character and word acquisition of Chinese children.Reading Research Quarterly,32(1),78-89.
Shu,H.,Chen,X.,Anderson,R.C.,Wu,N.N.,&Xuan,Y.(2003).Properties of school Chinese:Implications for learning to read.Child Development,74(1),27-47.
Taft,M.(2006).Processing of characters by native Chinese readers.In P.Li,L.H.Tan,E.Bates,&O.J.L.Tzeng(Eds.),The handbook of East Asian psycholinguistics,Vol.1:Chinese(pp.237-249).Cambridge,U K:Cambridge University Press.
Williams,C.,&Bever,T.(2010).Chinese character decoding:A semantic bias?Reading and Writing,23(5),589-605.
Zhou,L.,Peng,G.,Zheng,H.Y.,Su,I.F.,&Wang,W.S.Y.(2013).Sub-lexical phonological and semantic processing of semantic radicals:A primed naming study.Reading and Writing,26(6),967-989.
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