配对联想学习能力和语音意识在汉语儿童早期阅读中的作用  

The Role of Phonological Awareness and Paired Associate Learning in Early Literacy Development in Chinese Children

作　　者：李虹[1] 舒华[1] 彭虹[1] 雷霖[1] 邢爱玲 

机构地区：[1]北京师范大学认知神经科学与学习国家重点实验室,北京100875 [2]总后勤部五一幼儿园,北京100039

出　　处：《心理科学》2006年第3期546-549,共4页Journal of Psychological Science

基　　金：国家攀登计划项目(95-专-09);国家自然科学基金(30470574;30070259);北京市教育科学"十五"规划课题;北京市教育委员会共建项目(SYS100270432)的资助

摘　　要：本研究以93个学前儿童为研究对象,考察了配对联想学习能力和语音意识在汉字阅读和词汇发展中的作用及其相互关系,其中,配对联想学习分为假词、非词、符号三种形式。结果发现,语音意识是解释汉字阅读的最重要变量,配对联想学习能力对词汇发展具有独特贡献;不会阅读者在假词和非词学习中比初学阅读者差,而在非语言的符号学习中没有差异。93 preschool children were given tests of paired associate learning （PAL） and phonological awareness to investigate their relationship with character reading and verbal vocabulary. The tasks involved the PAL of pseudo-words, non-words, or symbols with pictures. Phonological awareness was found to be a stronger concurrent predictor of character reading than PAL, and PAL an independent predicator of verbal vocabulary. In addition, pre-readers were more disadvantageous than novice readers in the verbal learning of both words and non-words, but no difference was found between pre-readers and novice readers in non-verbal learning.

关 键 词：配对联想学习 语音意识 阅读发展 

分 类 号：B842.3[哲学宗教—基础心理学] B844.1[哲学宗教—心理学]