认知发展：汉字输入中信息代码加工的理论与实践
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摘要
汉字输入的研究一直是计算机技术基础研究的一项重要内容。汉字输入可分为键盘输入和非键盘输入两大类。过去汉字输入的研究侧重于汉字输入法和汉字字库的建设，对于汉字输入的心理学研究在国内外却鲜有涉入。因此，研究汉字输入中信息加工的心理学原理具有十分重要的理论意义和实践指导价值。论文从汉字的性质出发，以汉字的键盘输入为对象，主要探讨汉字输入中信息代码加工的原理，分析形码和音码在汉字输入过程中的不同加工特点，考察汉字输入中信息代码加工的学习和训练对儿童认知发展和语言发展的影响。
研究主要包括以下五个部分的实验：
研究一：形码的认知加工研究。主要分析将汉字的笔画或部件加工成为形码的认知过程，包括两个实验：实验一是汉字形符的知觉加工研究，以单字和双字两种实验材料，分析在不同的范式下被试对汉字的基本结构单位——部件的知觉加工，从而考察汉字部件的知觉加工与整字识别的知觉加工的区别。实验二是汉字的形码加工，通过分析被试将不同频级、笔画数、部件数和结构方式的汉字单字加工成输入码的认知过程，探讨形符转化成形码的认知加工活动规律。
研究二：音码的认知加工研究。主要探讨被试如何知觉音符以及如何将音符加工成音码的内在规律，包括两个实验：实验三是音符的知觉加工，探索被试在单字、双字词组、双字非词组三种范式下汉字音符的知觉加工特点。实验四则考察被试将知觉的汉字音符转换成音码的认知加工过程。
研究三：汉字输入中的认知技能发展的研究。采用眼动技术，比较不同汉字输入技能水平的被试在处理键位信息和汉字输入时认知加工的异同，从而考察汉字输入认知技能发展的特点。研究有三个实验：实验五探索不同技能水平的被试建构汉字输入码与键盘图式映射的差异，寻求图式构建中认知技能形成和发展的规律。实验六分别考察不同技能水平的被试在输入高频字材料、低频字材料和词组材料三种不同认知负荷的文本时眼动指标的差异，探究被试在汉字知觉加工、心理资源分配、注意广度调整等认知技能的差异。实验六分析不同输入法、不同技能水平的被试在输入同一文本材料时的眼动指标，从而探究汉字输入过程中认知技能的具体差异。
研究四：汉字输入学习与语言发展关系的研究。主要考察汉字输入练习对语言能力发展的影响。研究包括两个实验：实验八通过汉字输入的速度测试、识字测验、语文测验来分析儿童汉字输入技能水平的提高与识字、阅读等语言能力提高的关系，寻找汉字输入学习可促进儿童语言能力提高的有力佐证。实验九通过眼动研究比较不同汉字输入技能水平的儿童在看图作文中的差异，探索汉字输入对儿童写作能力提高的影响。
研究五：汉字输入与注意稳定性、认知风格关系的研究。主要考察汉字输入学习对儿童注意稳定性、认知风格的影响。研究通过汉字输入的速度测试、儿童注意稳定性测验、认知风格测验，综合考察汉字输入与注意稳定性、认知风格关系。
研究结果发现：
1、形码的加工自下而上数据驱动的特征明显，而音码的加工自上而下概念驱动的特征显著。形码的知觉加工还表现出平行加工的特点，而音码的知觉加工表现出系列加工的特点；形码和音码的加工都没有词组效应，词组与非词组之间的反应时并没有显著的差异。但两者之间还是有区别，形码的知觉加工不会受到频率效应、部件数效应、笔画数效应和结构方式效应的影响，而音码的知觉加工却受频率效应、部件数效应的影响。
2、采用形码输入法的被试在生字识字、词汇和阅读方面的成绩要优于音码输入法的被试，但在看图作文的总成绩上两种输入法之间并没有显著的差异。
3、伴随着动作技能的逐步熟练，汉字输入的认知技能也得到长足的发展。从键盘图式的掌握、输入码的转换、心理资源的分配到汉字的模式匹配，都经历了从不熟悉到熟练、从效率低下到高效运作的历程。随着汉字输入的认知技能的发展，儿童的认知风格和注意稳定性也受到了影响。
4、汉字输入技能水平不同，语言能力的发展水平也有差异。输入技能水平高的被试表现出词汇量大、阅读能力强、思维流畅性好等特点。在看图作文中，技能水平高分者思路的清晰度和流畅性、内容的丰富性、词语的贴切性、想象力的发挥等方面显著优于技能水平低分者。
The research of Chinese character input is an important content of the basicresearch of computer technology.Chinese character input can divide into two classesof keyboard input and non-keyboard input.The research of Chinese character inputmainly laid on the ways of Chinese character input and construction of the Chinesecharacter word-stock in the past,but psychological research of Chinese characterinput is rarely involved at home and abroad.So it has very important theorysignificance and practical guide value to study the psychological principle ofinformation processing in Chinese character input.This paper starts from the qualityof Chinese characters,sees the keyboard input of Chinese characters as object,mainlyprobes the principle of information code processing in Chinese character input,analyzes the different processing trait of shape-code and sound-code in Chinesecharacter input,and investigates the influence of learning and training of informationcode processing on the development of children's cognition and language.
There are five studies in this paper:
Study 1:Cognitive processing of shape-code.It manly explore the cognitiveprocessing how strokes or part of Chinese character is processed into shape-code,includes two experiments:Experiment 1 is the study of shape-symbol Consciousprocessing.It starts from two experiment materials of single word and double words,analyzes subjects' Conscious processing to the basic structural unit of Chinesecharacters-the part under different tasks,consequently investigates the difference ofChinese character conscious processing and whole word discerning cognitiveprocessing.Experiment 2 is shape-code processing of Chinese character.It exploresthe cognitive activity law that shape-symbol translates into shape-code,through theway of analyzing subjects process single Chinese character of different frequencygrade,strokes number and structure style into shape-code.
Study 2:Cognitive processing of sound-code.It mainly explores the inherentlaw that subjects process perceptive Chinese character note into sound-code,includestwo experiments:Experiment 3 is conscious processing of Chinese character note,itexplores subjects' conscious processing trait of Chinese character note in the condition of single character,pairs of word phrase,pairs of word non-phrase.Experiment 4 investigates that subjects translate the perceptive Chinese character noteinto sound-code.It explores the information processing trait of Chinese character notetranslated into sound-code.
Study 3:The development of cognitive skill in Chinese character input.It adoptseye movement technology to compare the differences of cognitive processing ofsubjects having different input skill,while they are dealing with the information ofkey location and Chinese character input,and then investigates the trait of cognitiveskill development.It includes three experiments:Experiment 5 explores thedifferences that subjects of different skill level construct the Chinese character andreflection of the keyboard schema,seeks the law of the cognitive skill formation anddevelopment in constructing schema.Experiment 6 investigates subjects' eyemovement index when they input high-frequency word,low-frequency word andphrase,explores their differences of cognitive skill,such as Chinese characterconsciousness processing,psychological resource allocation,attention span regulation,etc.Experiment 7 analyzes eye movement index of subjects having different skill leveland input method when they input the same text material,thus probes into theconcrete difference of cognitive skills in Chinese character input.
Study 4:The relation of Chinese character input and language development.Mainly investigates that practice of Chinese character input influences on thedevelopment of language ability.It includes two experiments:Through speed test ofChinese character input,literacy test and Chinese test,experiment 8 analyzes therelation of children's Chinese character input skill improvement and the raise oflanguage ability,such as literacy and reading etc,to seek the effective evidence thatthe learning of Chinese character input can promote the raise of children's languageability.Through eye movement study,experiment 9 compares the differences ofchildren having different Chinese character input skill in the picture composition,toexplore the influence of Chinese character input on children's composition ability.
Study 5:The relations of Chinese character input and both stability of attentionand cognitive style.Experiment mainly investigates the influence of learning Chinesecharacter input children on stability of attention and cognitive style.Through the speed test of Chinese character input,Research passes pace of Chinese character inputtest,the test of children's stability of attention and the test of cognitive style,itsynthetically survey the relations of Chinese character input and both stability ofattention and cognitive style.
We found the following results in these studies:
1.The characteristic of shape-code processing that bottom-up Data-Drivenprocessing is obvious,and the characteristic of sound-code processing that top-downconcept-Driven processing is prominent,shape-code conscious processingdemonstrates the characteristic of parallel processing,and sound-code consciousnessprocessing demonstrates the characteristic of series processing;they has no phraseeffect,the response time of phrase and non-phrase has no prominent difference,butthey still have a little obvious difference,the shape-code conscious processing willnot be influenced by the frequency effect,part number effect,strokes number effectand structure style effect,and the sound-code consciousness processing is influencedby the frequency effect,part number effect.The shape-code is superior to sound-codein consciousness speed and recode rate,but the learning of sound-code puts into littlecost,and has high transfer.
2.The subjects using shape-code input are superior to the ones using sound-codeinput in achievement of the new word recognition,vocabulary and reading,butneither of them has prominent difference in the total achievement of the picturecomposition.
3.With the action skill are gradual proficient,the cognitive skill of Chinesecharacter input accordingly got sufficient development.No matter grasping thekeyboard schema,allocating psychological resources,or transforming input code andmatching pattern-recognition,have gone through from unskilled to skilled,from low-efficient to high-efficient.The development of cognitive skill in Chinese characterinput,children's cognitive style and stability of attention are influenced.
4.If skill levels are different in Chinese character input,the development oflanguage ability will produce differences.The subjects with high level skill show thecharacteristic of more vocabulary,strong reading ability and smooth thinking.In thepicture composition,ones with high skill score are significantly superior to ones with low skill score in clarity,smooth,abundance of content,appropriateness of word,exertion of imagination,etc.
研究主要包括以下五个部分的实验：
研究一：形码的认知加工研究。主要分析将汉字的笔画或部件加工成为形码的认知过程，包括两个实验：实验一是汉字形符的知觉加工研究，以单字和双字两种实验材料，分析在不同的范式下被试对汉字的基本结构单位——部件的知觉加工，从而考察汉字部件的知觉加工与整字识别的知觉加工的区别。实验二是汉字的形码加工，通过分析被试将不同频级、笔画数、部件数和结构方式的汉字单字加工成输入码的认知过程，探讨形符转化成形码的认知加工活动规律。
研究二：音码的认知加工研究。主要探讨被试如何知觉音符以及如何将音符加工成音码的内在规律，包括两个实验：实验三是音符的知觉加工，探索被试在单字、双字词组、双字非词组三种范式下汉字音符的知觉加工特点。实验四则考察被试将知觉的汉字音符转换成音码的认知加工过程。
研究三：汉字输入中的认知技能发展的研究。采用眼动技术，比较不同汉字输入技能水平的被试在处理键位信息和汉字输入时认知加工的异同，从而考察汉字输入认知技能发展的特点。研究有三个实验：实验五探索不同技能水平的被试建构汉字输入码与键盘图式映射的差异，寻求图式构建中认知技能形成和发展的规律。实验六分别考察不同技能水平的被试在输入高频字材料、低频字材料和词组材料三种不同认知负荷的文本时眼动指标的差异，探究被试在汉字知觉加工、心理资源分配、注意广度调整等认知技能的差异。实验六分析不同输入法、不同技能水平的被试在输入同一文本材料时的眼动指标，从而探究汉字输入过程中认知技能的具体差异。
研究四：汉字输入学习与语言发展关系的研究。主要考察汉字输入练习对语言能力发展的影响。研究包括两个实验：实验八通过汉字输入的速度测试、识字测验、语文测验来分析儿童汉字输入技能水平的提高与识字、阅读等语言能力提高的关系，寻找汉字输入学习可促进儿童语言能力提高的有力佐证。实验九通过眼动研究比较不同汉字输入技能水平的儿童在看图作文中的差异，探索汉字输入对儿童写作能力提高的影响。
研究五：汉字输入与注意稳定性、认知风格关系的研究。主要考察汉字输入学习对儿童注意稳定性、认知风格的影响。研究通过汉字输入的速度测试、儿童注意稳定性测验、认知风格测验，综合考察汉字输入与注意稳定性、认知风格关系。
研究结果发现：
1、形码的加工自下而上数据驱动的特征明显，而音码的加工自上而下概念驱动的特征显著。形码的知觉加工还表现出平行加工的特点，而音码的知觉加工表现出系列加工的特点；形码和音码的加工都没有词组效应，词组与非词组之间的反应时并没有显著的差异。但两者之间还是有区别，形码的知觉加工不会受到频率效应、部件数效应、笔画数效应和结构方式效应的影响，而音码的知觉加工却受频率效应、部件数效应的影响。
2、采用形码输入法的被试在生字识字、词汇和阅读方面的成绩要优于音码输入法的被试，但在看图作文的总成绩上两种输入法之间并没有显著的差异。
3、伴随着动作技能的逐步熟练，汉字输入的认知技能也得到长足的发展。从键盘图式的掌握、输入码的转换、心理资源的分配到汉字的模式匹配，都经历了从不熟悉到熟练、从效率低下到高效运作的历程。随着汉字输入的认知技能的发展，儿童的认知风格和注意稳定性也受到了影响。
4、汉字输入技能水平不同，语言能力的发展水平也有差异。输入技能水平高的被试表现出词汇量大、阅读能力强、思维流畅性好等特点。在看图作文中，技能水平高分者思路的清晰度和流畅性、内容的丰富性、词语的贴切性、想象力的发挥等方面显著优于技能水平低分者。
The research of Chinese character input is an important content of the basicresearch of computer technology.Chinese character input can divide into two classesof keyboard input and non-keyboard input.The research of Chinese character inputmainly laid on the ways of Chinese character input and construction of the Chinesecharacter word-stock in the past,but psychological research of Chinese characterinput is rarely involved at home and abroad.So it has very important theorysignificance and practical guide value to study the psychological principle ofinformation processing in Chinese character input.This paper starts from the qualityof Chinese characters,sees the keyboard input of Chinese characters as object,mainlyprobes the principle of information code processing in Chinese character input,analyzes the different processing trait of shape-code and sound-code in Chinesecharacter input,and investigates the influence of learning and training of informationcode processing on the development of children's cognition and language.
There are five studies in this paper:
Study 1:Cognitive processing of shape-code.It manly explore the cognitiveprocessing how strokes or part of Chinese character is processed into shape-code,includes two experiments:Experiment 1 is the study of shape-symbol Consciousprocessing.It starts from two experiment materials of single word and double words,analyzes subjects' Conscious processing to the basic structural unit of Chinesecharacters-the part under different tasks,consequently investigates the difference ofChinese character conscious processing and whole word discerning cognitiveprocessing.Experiment 2 is shape-code processing of Chinese character.It exploresthe cognitive activity law that shape-symbol translates into shape-code,through theway of analyzing subjects process single Chinese character of different frequencygrade,strokes number and structure style into shape-code.
Study 2:Cognitive processing of sound-code.It mainly explores the inherentlaw that subjects process perceptive Chinese character note into sound-code,includestwo experiments:Experiment 3 is conscious processing of Chinese character note,itexplores subjects' conscious processing trait of Chinese character note in the condition of single character,pairs of word phrase,pairs of word non-phrase.Experiment 4 investigates that subjects translate the perceptive Chinese character noteinto sound-code.It explores the information processing trait of Chinese character notetranslated into sound-code.
Study 3:The development of cognitive skill in Chinese character input.It adoptseye movement technology to compare the differences of cognitive processing ofsubjects having different input skill,while they are dealing with the information ofkey location and Chinese character input,and then investigates the trait of cognitiveskill development.It includes three experiments:Experiment 5 explores thedifferences that subjects of different skill level construct the Chinese character andreflection of the keyboard schema,seeks the law of the cognitive skill formation anddevelopment in constructing schema.Experiment 6 investigates subjects' eyemovement index when they input high-frequency word,low-frequency word andphrase,explores their differences of cognitive skill,such as Chinese characterconsciousness processing,psychological resource allocation,attention span regulation,etc.Experiment 7 analyzes eye movement index of subjects having different skill leveland input method when they input the same text material,thus probes into theconcrete difference of cognitive skills in Chinese character input.
Study 4:The relation of Chinese character input and language development.Mainly investigates that practice of Chinese character input influences on thedevelopment of language ability.It includes two experiments:Through speed test ofChinese character input,literacy test and Chinese test,experiment 8 analyzes therelation of children's Chinese character input skill improvement and the raise oflanguage ability,such as literacy and reading etc,to seek the effective evidence thatthe learning of Chinese character input can promote the raise of children's languageability.Through eye movement study,experiment 9 compares the differences ofchildren having different Chinese character input skill in the picture composition,toexplore the influence of Chinese character input on children's composition ability.
Study 5:The relations of Chinese character input and both stability of attentionand cognitive style.Experiment mainly investigates the influence of learning Chinesecharacter input children on stability of attention and cognitive style.Through the speed test of Chinese character input,Research passes pace of Chinese character inputtest,the test of children's stability of attention and the test of cognitive style,itsynthetically survey the relations of Chinese character input and both stability ofattention and cognitive style.
We found the following results in these studies:
1.The characteristic of shape-code processing that bottom-up Data-Drivenprocessing is obvious,and the characteristic of sound-code processing that top-downconcept-Driven processing is prominent,shape-code conscious processingdemonstrates the characteristic of parallel processing,and sound-code consciousnessprocessing demonstrates the characteristic of series processing;they has no phraseeffect,the response time of phrase and non-phrase has no prominent difference,butthey still have a little obvious difference,the shape-code conscious processing willnot be influenced by the frequency effect,part number effect,strokes number effectand structure style effect,and the sound-code consciousness processing is influencedby the frequency effect,part number effect.The shape-code is superior to sound-codein consciousness speed and recode rate,but the learning of sound-code puts into littlecost,and has high transfer.
2.The subjects using shape-code input are superior to the ones using sound-codeinput in achievement of the new word recognition,vocabulary and reading,butneither of them has prominent difference in the total achievement of the picturecomposition.
3.With the action skill are gradual proficient,the cognitive skill of Chinesecharacter input accordingly got sufficient development.No matter grasping thekeyboard schema,allocating psychological resources,or transforming input code andmatching pattern-recognition,have gone through from unskilled to skilled,from low-efficient to high-efficient.The development of cognitive skill in Chinese characterinput,children's cognitive style and stability of attention are influenced.
4.If skill levels are different in Chinese character input,the development oflanguage ability will produce differences.The subjects with high level skill show thecharacteristic of more vocabulary,strong reading ability and smooth thinking.In thepicture composition,ones with high skill score are significantly superior to ones with low skill score in clarity,smooth,abundance of content,appropriateness of word,exertion of imagination,etc.
引文
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