语音信息对听写困难儿童字形-空间捆绑编码的影响  

The Effects of Phonetic Cues on the Objective-Space Feature Bindings in Children with Chinese Language Dictation Difficulties

作　　者：宁宁[1] 杨双[1] 

机构地区：[1]苏州大学教育学院,苏州215123

出　　处：《中国特殊教育》2016年第7期59-63,共5页Chinese Journal of Special Education

基　　金：江苏省教育厅哲学社会科学项目"方言的言语产出认知机制"(项目批准号:BH15000213);国家社科重大项目"儿童阅读障碍的认知机制及其干预"(基金号:14ZDB157)的资助

摘　　要：听写困难是指儿童阅读正常而听写落后的现象,是一种常见的儿童学习障碍类型。本研究考察了语音信息对听写困难儿童字形-空间捆绑编码的影响。结果发现:部件的语音信息对字形-空间捆绑有干扰效应。但是,这一干扰效应只发生在听写困难儿童身上。另外,如果没有语音信息的干扰,听写困难儿童的字形-空间捆绑编码,并没有表现出明显的缺陷。Chinese language dictation difficulty, a common learning disorder in Chinese children, refers to a poor ability in dictation rather than in reading. The present study explores the effect of phonetic cues on the ob- jective-space feature bindings from children with Chinese language dictation difficulties. The results show that phonetic cues intervened in the objective-space feature bindings, typically from children with Chinese language dictation ditficulties. In case of no intervention by phonetic cues, children with Chinese language dictation diffi- culties will show no significant defects in objective-space feature bindings.

关 键 词：听写困难 语音线索 字形-空间捆绑 

分 类 号：B841.4[哲学宗教—基础心理学]