听障者语音编码的研究范式述评
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摘要
对于健听者而言,语音编码在阅读中具有重要作用。听障者在阅读中是否存在语音编码?对于拼音文字而言,这个问题目前国际上存在很大的争议。中国听障者在阅读中是否使用了语音编码的问题也逐渐开始受到重视。为了便于国内研究听障者语音编码的学者参考,本文介绍了考察听障者语音编码研究中常用的研究范式,包括实验程序、逻辑及相应的研究成果。最后,对未来我国听障者语音编码的研究进行了展望。
Phonological coding plays an important role in reading for hearing readers.Most people who are deaf or hard of hearing have great difficulty in learning to read,and there are plenty of studies to explore the reasons for these reading difficulties in alphabetic writing systems.Since the main difference between the deaf and the hearing readers is whether they have full access to the auditory input or not.One well accepted explanation for deaf readers' difficulty is the lack of phonological coding during reading.However,there has been a significant degree of debate within the published literature concerning the extent to which deaf readers activate phonological coding during reading.Some studies have found that deaf readers activate phonological coding during reading,while other studies have not found that deaf readers activate phonological coding.Compared with alphabetic writing systems,the orthography-phonology mapping of Chinese characters is not always consistent.Whether Chinese deaf readers activate phonological coding during reading has gradually begun to receive attention.Studies that explore whether deaf readers activate phonological coding during reading Chinese have just started and the research conclusions are also controversial.The research paradigm used in the experiment is the main reason for the disagreement about whether deaf readers activate phonological coding during reading.The research contents of different research paradigms are different,and the lexical processing reflected in the research results is not completely consistent.Therefore,it is necessary to introduce the research paradigm in the phonological coding research of the deaf readers in detail.There have been several research paradigms concerning the phonological coding in deaf readers abroad.The present study intends to sort out the research paradigms from lexical level to sentence level.The paradigms of lexical level are to investigate single word processing,including phonological awareness task,naming task,and lexical judgment task.Further,the lexical judgment task includes homophone judgment task and mask prime task.The paradigms of sentence level are to examine lexical processing in the context of sentences,including error disruption paradigm,parafoveal phonological preview task and tonguetwister reading task.In order to provide reference for Chinese researchers who are interested in exploring whether Chinese deaf readers activate phonological coding during reading,the present paper introduces these research paradigms including the experiment procedures,experimental rationales and the related studies of these experimental tasks.Furthermore,the present paper introduces the application of these research paradigms in Chinese research.In the end,we discuss the future directions on research of phonological coding for Chinese deaf readers.Based on the review of the prior research,some suggestions have been put forward for the future:(1) Strengthening research on phonological coding of deaf readers in Chinese reading;(2) Selecting the appropriate hearing control group;(3) Using eye tracking technique to explore whether deaf readers activate phonological coding during reading;(4)To investigate the mental mechanism of deaf readers' phonological coding by combining brain imaging technology and behavior research.
Phonological coding plays an important role in reading for hearing readers.Most people who are deaf or hard of hearing have great difficulty in learning to read,and there are plenty of studies to explore the reasons for these reading difficulties in alphabetic writing systems.Since the main difference between the deaf and the hearing readers is whether they have full access to the auditory input or not.One well accepted explanation for deaf readers' difficulty is the lack of phonological coding during reading.However,there has been a significant degree of debate within the published literature concerning the extent to which deaf readers activate phonological coding during reading.Some studies have found that deaf readers activate phonological coding during reading,while other studies have not found that deaf readers activate phonological coding.Compared with alphabetic writing systems,the orthography-phonology mapping of Chinese characters is not always consistent.Whether Chinese deaf readers activate phonological coding during reading has gradually begun to receive attention.Studies that explore whether deaf readers activate phonological coding during reading Chinese have just started and the research conclusions are also controversial.The research paradigm used in the experiment is the main reason for the disagreement about whether deaf readers activate phonological coding during reading.The research contents of different research paradigms are different,and the lexical processing reflected in the research results is not completely consistent.Therefore,it is necessary to introduce the research paradigm in the phonological coding research of the deaf readers in detail.There have been several research paradigms concerning the phonological coding in deaf readers abroad.The present study intends to sort out the research paradigms from lexical level to sentence level.The paradigms of lexical level are to investigate single word processing,including phonological awareness task,naming task,and lexical judgment task.Further,the lexical judgment task includes homophone judgment task and mask prime task.The paradigms of sentence level are to examine lexical processing in the context of sentences,including error disruption paradigm,parafoveal phonological preview task and tonguetwister reading task.In order to provide reference for Chinese researchers who are interested in exploring whether Chinese deaf readers activate phonological coding during reading,the present paper introduces these research paradigms including the experiment procedures,experimental rationales and the related studies of these experimental tasks.Furthermore,the present paper introduces the application of these research paradigms in Chinese research.In the end,we discuss the future directions on research of phonological coding for Chinese deaf readers.Based on the review of the prior research,some suggestions have been put forward for the future:(1) Strengthening research on phonological coding of deaf readers in Chinese reading;(2) Selecting the appropriate hearing control group;(3) Using eye tracking technique to explore whether deaf readers activate phonological coding during reading;(4)To investigate the mental mechanism of deaf readers' phonological coding by combining brain imaging technology and behavior research.
引文
白学军,刘娟,臧传丽,张慢慢,郭晓峰,闫国利.(2011).中文阅读过程中的副中央凹预视效应.心理科学进展,19(12),1721-1729.
贺荟中.(2004).国外有关聋生语音编码的研究.中国特殊教育,3,37-39.
胡朝兵,张兴瑜,余林,张大均.(2009).聋大学生语音意识特点的实验研究.心理科学,32(5),1135-1137.
江新.(2001).外国学生形声字表音线索意识的实验研究.世界汉语教学,56,68-72.
彭聃龄,舒华,陈烜之.(1997).汉语认知研究.山东:山东教育出版社.
王志强,王雁.(2016).语音与字形在高频汉字识别中的作用--基于听障大学生与健听大学生的比较.中国特殊教育,11,26-31+43.
王志强,王雁,刘海涵.(2016).听力残疾大学生语音意识研究.中国特殊教育,2,30-36.
闫国利,宋子明,刘璐,孟珠.(2017).绕口令效应对汉语阅读影响的眼动研究.心理科学,40(2),290-295.
昝飞,谭和平.(2005).聋生汉字识别的同音判断与启动效应实验研究.心理科学,28(5),1089-1095.
张厚粲,李玉玲,舒华.(2016).儿童阅读的世界Ⅰ,早期阅读的心理机制研究.北京:北京师范大学出版社.
Bélanger,N.N.,Baum,S.R.,&Mayberry,R.I.(2012).Reading difficulties in adult deaf readers of French:Phonological codes,not guilty!Scientific Studies of Reading,16(3),263-285.
Bélanger,N.N.,Mayberry,R.I.,&Rayner,K.(2013).Orthographic and phonological preview benefits:Parafoveal processing in skilled and lessskilled deaf readers.The Quarterly Journal of Experimental Psychology,66(11),2237-2252.
Blythe,H.I.,Dickins,J.H.,Kennedy,C.R.,&Liversedge,S.P.(2018).Phonological processing during silent reading in teenagers who are deaf/hard of hearing:An eye movement investigation.Developmental Science,2018:e12643,1-19.
Cuetos,F.,Monsalve,A.,Pinto,A.,&Rodríguez-Ferreiro,J.R.(2004).Predictor variables of written picture naming in the deaf.Reading and Writing,17(3),227-240.
Daneman,M.,&Reingold,E.(1993).What eye fixations tell us about phonological recoding during reading.Canadian Journal of Experimental Psychology,47(2),153-178.
Fari?a,N.,Du?abeitia,J.A.,Carreiras,M.(2017).Phonological and orthographic coding in deaf skilled readers.Cognition,168,27-33.
Fok,U.,&Bellugi,U.(1986).The acquisition of visual spatial script.Advances in Psychology Research,37,329-355.
Friesen,D.C.,&Joanisse,M.F.(2012).Homophone effects in deaf readers:Evidence from lexical decision.Reading and Writing,25,375-388.
Fu,C.L.,&Huang,H.S.(2000).The measurement of meta-linguistic awareness and the relationship between meta-linguistic awareness and Chinese character recognition among elementary school students.Journal of Education and Psychology,23(2),383-414.
Hanson,V.L.,Goodell,E.W.,&Perfetti C.A.(1991).Tongue-twister effects in the silent reading of hearing and deaf college students.Journal of Memory and Language,30,319-330.
Lee,H.W.,Rayner,K.,&Pollatsek,A.(1999).The time course of phonological,semantic and orthographic coding in reading:Evidence from the fast-priming technique.Psychonomic Bulletin&Review,6(4),624-634.
Mac Sweeney,M.,Goswami,U.,&Neville H.(2013).The neurobiology of rhyme judgment by deaf and hearing adults:An ERP Study.Journal of Cognitive Neuroscience,25(7),1037-1048.
Mayberry,R.I.,del Giudice,A.A.,&Lieberman,A.M.(2011).Reading achievement in relation to phonological coding and awareness in deaf readers:A meta-analysis.Journal of Deaf Studies and Deaf Education,16(2),164-188.
McCutchen,D.,&Perfetti,C.A.(1982).The visual tongue-twister effect:Phonological activation in silent reading.Journal of Verbal Learning and Verbal Behavior,21(6),672-687.
Mc Quarrie,L.,&Parrila,R.(2009).Phonological representations in deaf children:Rethinking the“functional equivalence hypothesis”.Journal of Deaf Studies and Deaf Education,14(2),137-154.
Nottbusch,G.,Grimm,A.,Weingarten,R.,&Will,U.(2005).Syllabic structures in typing:Evidence from deaf writers.Reading and Writing,18(6),497-526.
Perfetti,C.A.,&Sandak,R.(2000).Reading optimally builds on spoken language:Implications for deaf readers.Journal of Deaf Studies and Deaf Education,5(1),32-50.
Perfetti,C.A.,&Zhang,S.(1991).Phonological processing in reading Chinese characters.Journal of Experimental Psychology:Learning,Memory and Cognition,17,633-643.
Perea,M.,Marcet,A.,&Vergara-Martínez,M.(2016).Phonological-lexical feedback during early abstract encoding:The case of deaf readers.Plo S ONE,11(1),e0146265.
Rayner,K.,Pollatesk,A.,Ashby,J.,&Clifton,C.(2012).Psychology of reading.New York:Psychology Press.
Schotter,E.R.,Angele,B.,&Rayner,K.(2012).Parafoveal processing in reading.Attention,Perception and Psychophysics,74(1),5-35.
Sterne,A.,&Goswami,U.(2000).Phonological awareness of syllables,rhymes and phonemes in deaf children.Journal of Child Psychology and Psychiatry,41(5),609-626.
Torgesen,J.K.,Wagner,R.K.,Simmons,K.,&Laughon,P.(1990).Identifying phonological coding problems in disabled readers:Naming,counting,or span measures?Learning Disability Quarterly,13(4),236-243.
Tractenberg,R.E.(2001).Exploring a new silent test of phonological awareness.Reading and Writing,14(3),195-228.
Transler,C.,&Reitsma,P.(2005).Phonological coding in reading of deaf children:Pseudo-homophone effects in lexical decision.British Journal of Developmental Psychology,23,525-542.
Yan,M.,Pan,J.G.,Bélanger,N.N.,&Shu,H.(2015).Chinese deaf readers have early access to parafoveal semantics.Journal of Experimental Psychology:Learning,Memory,and Cognition,41(1),254-261.
Zhou,W.,Shu,H.,Miller,K.,&Yan,M.(2017).Reliance on orthography and phonology in reading of Chinese:A developmental study.Journal of Research in Reading.1,1-22.
Zhou,X.L.,&Marslen-Wilson,W.D.(2009).Pseudohomophone effects in processing Chinese compound words.Language and Cognitive Process,24(7/8),1009-1038.
贺荟中.(2004).国外有关聋生语音编码的研究.中国特殊教育,3,37-39.
胡朝兵,张兴瑜,余林,张大均.(2009).聋大学生语音意识特点的实验研究.心理科学,32(5),1135-1137.
江新.(2001).外国学生形声字表音线索意识的实验研究.世界汉语教学,56,68-72.
彭聃龄,舒华,陈烜之.(1997).汉语认知研究.山东:山东教育出版社.
王志强,王雁.(2016).语音与字形在高频汉字识别中的作用--基于听障大学生与健听大学生的比较.中国特殊教育,11,26-31+43.
王志强,王雁,刘海涵.(2016).听力残疾大学生语音意识研究.中国特殊教育,2,30-36.
闫国利,宋子明,刘璐,孟珠.(2017).绕口令效应对汉语阅读影响的眼动研究.心理科学,40(2),290-295.
昝飞,谭和平.(2005).聋生汉字识别的同音判断与启动效应实验研究.心理科学,28(5),1089-1095.
张厚粲,李玉玲,舒华.(2016).儿童阅读的世界Ⅰ,早期阅读的心理机制研究.北京:北京师范大学出版社.
Bélanger,N.N.,Baum,S.R.,&Mayberry,R.I.(2012).Reading difficulties in adult deaf readers of French:Phonological codes,not guilty!Scientific Studies of Reading,16(3),263-285.
Bélanger,N.N.,Mayberry,R.I.,&Rayner,K.(2013).Orthographic and phonological preview benefits:Parafoveal processing in skilled and lessskilled deaf readers.The Quarterly Journal of Experimental Psychology,66(11),2237-2252.
Blythe,H.I.,Dickins,J.H.,Kennedy,C.R.,&Liversedge,S.P.(2018).Phonological processing during silent reading in teenagers who are deaf/hard of hearing:An eye movement investigation.Developmental Science,2018:e12643,1-19.
Cuetos,F.,Monsalve,A.,Pinto,A.,&Rodríguez-Ferreiro,J.R.(2004).Predictor variables of written picture naming in the deaf.Reading and Writing,17(3),227-240.
Daneman,M.,&Reingold,E.(1993).What eye fixations tell us about phonological recoding during reading.Canadian Journal of Experimental Psychology,47(2),153-178.
Fari?a,N.,Du?abeitia,J.A.,Carreiras,M.(2017).Phonological and orthographic coding in deaf skilled readers.Cognition,168,27-33.
Fok,U.,&Bellugi,U.(1986).The acquisition of visual spatial script.Advances in Psychology Research,37,329-355.
Friesen,D.C.,&Joanisse,M.F.(2012).Homophone effects in deaf readers:Evidence from lexical decision.Reading and Writing,25,375-388.
Fu,C.L.,&Huang,H.S.(2000).The measurement of meta-linguistic awareness and the relationship between meta-linguistic awareness and Chinese character recognition among elementary school students.Journal of Education and Psychology,23(2),383-414.
Hanson,V.L.,Goodell,E.W.,&Perfetti C.A.(1991).Tongue-twister effects in the silent reading of hearing and deaf college students.Journal of Memory and Language,30,319-330.
Lee,H.W.,Rayner,K.,&Pollatsek,A.(1999).The time course of phonological,semantic and orthographic coding in reading:Evidence from the fast-priming technique.Psychonomic Bulletin&Review,6(4),624-634.
Mac Sweeney,M.,Goswami,U.,&Neville H.(2013).The neurobiology of rhyme judgment by deaf and hearing adults:An ERP Study.Journal of Cognitive Neuroscience,25(7),1037-1048.
Mayberry,R.I.,del Giudice,A.A.,&Lieberman,A.M.(2011).Reading achievement in relation to phonological coding and awareness in deaf readers:A meta-analysis.Journal of Deaf Studies and Deaf Education,16(2),164-188.
McCutchen,D.,&Perfetti,C.A.(1982).The visual tongue-twister effect:Phonological activation in silent reading.Journal of Verbal Learning and Verbal Behavior,21(6),672-687.
Mc Quarrie,L.,&Parrila,R.(2009).Phonological representations in deaf children:Rethinking the“functional equivalence hypothesis”.Journal of Deaf Studies and Deaf Education,14(2),137-154.
Nottbusch,G.,Grimm,A.,Weingarten,R.,&Will,U.(2005).Syllabic structures in typing:Evidence from deaf writers.Reading and Writing,18(6),497-526.
Perfetti,C.A.,&Sandak,R.(2000).Reading optimally builds on spoken language:Implications for deaf readers.Journal of Deaf Studies and Deaf Education,5(1),32-50.
Perfetti,C.A.,&Zhang,S.(1991).Phonological processing in reading Chinese characters.Journal of Experimental Psychology:Learning,Memory and Cognition,17,633-643.
Perea,M.,Marcet,A.,&Vergara-Martínez,M.(2016).Phonological-lexical feedback during early abstract encoding:The case of deaf readers.Plo S ONE,11(1),e0146265.
Rayner,K.,Pollatesk,A.,Ashby,J.,&Clifton,C.(2012).Psychology of reading.New York:Psychology Press.
Schotter,E.R.,Angele,B.,&Rayner,K.(2012).Parafoveal processing in reading.Attention,Perception and Psychophysics,74(1),5-35.
Sterne,A.,&Goswami,U.(2000).Phonological awareness of syllables,rhymes and phonemes in deaf children.Journal of Child Psychology and Psychiatry,41(5),609-626.
Torgesen,J.K.,Wagner,R.K.,Simmons,K.,&Laughon,P.(1990).Identifying phonological coding problems in disabled readers:Naming,counting,or span measures?Learning Disability Quarterly,13(4),236-243.
Tractenberg,R.E.(2001).Exploring a new silent test of phonological awareness.Reading and Writing,14(3),195-228.
Transler,C.,&Reitsma,P.(2005).Phonological coding in reading of deaf children:Pseudo-homophone effects in lexical decision.British Journal of Developmental Psychology,23,525-542.
Yan,M.,Pan,J.G.,Bélanger,N.N.,&Shu,H.(2015).Chinese deaf readers have early access to parafoveal semantics.Journal of Experimental Psychology:Learning,Memory,and Cognition,41(1),254-261.
Zhou,W.,Shu,H.,Miller,K.,&Yan,M.(2017).Reliance on orthography and phonology in reading of Chinese:A developmental study.Journal of Research in Reading.1,1-22.
Zhou,X.L.,&Marslen-Wilson,W.D.(2009).Pseudohomophone effects in processing Chinese compound words.Language and Cognitive Process,24(7/8),1009-1038.