汉字结构特点和出现次数在儿童字形学习中的作用  

Orthographic Learning in Chinese Children: Effects of Character Type and Exposure

作　　者：李宜逊 肖林清[1,2] 张洁[3] 李虹[1] 刘翔平[1] 

机构地区：[1]北京师范大学心理学院应用实验心理北京市重点实验室,北京100875 [2]西安市第二十六中学,西安710001 [3]美国西肯塔基大学教育学院,美国42104

出　　处：《心理科学》2016年第5期1105-1109,共5页Journal of Psychological Science

基　　金：国家社会科学基金重大项目<儿童阅读障碍的认知机制及其干预>(14ZDB157)的资助

摘　　要：以41名二年级儿童为研究对象,采用"自我教学"(self-teaching)研究范式(Share,1999),通过操纵汉字类型、出现次数和测试时间,考察儿童的字形学习效果。结果发现,儿童在故事朗读中的字形学习受汉字结构和部件熟悉性的影响,表现为独体字有稳定的再认优势,熟悉部件能促进合体字短期的再认和回忆,这对今后的理论研究和教学实践都具有一定启示意义。To date, no research that explores the orthographic learning of Chinese from the ＂self-teaching＂ view has been reported. Chinese research suggests that both the character type and the component familiarity affect the orthographic learning of Chinese children. The present study is to test the ＂self-teaching hypothesis＂ （Share, 1995） on Chinese children and extend this hypothesis by taking into consideration character type and component familiarity. The current study adopts the classical ＂self-teaching＂ paradigm （Share, 1999）. In the orthographic learning phase, 41 average Chinese second graders are asked to read aloud 12 self-compiled stories, each containing 1 embedded pseudocharacter as target character. All of the characters and pseudocharacters in stories have Hanyu pinyin labeled as pronunciation clues to help children read the stories correctly. While reading the stories, children are not given any feedback as to their pronunciation of the target characters, nor are they provided with the pronunciation. Three factors are manipulated to investigate their effects on orthographic learning, including the character type, the exposure time and the post-test intervals. There are 12 pseudocharacters in total, which can be divided into 3 types： （a） 4 simple pseudocharacters, reformed from simple characters and selected from the first grade Chinese language textbooks, and each of which is an integral whole that contains no component or subcomponent; （b） 4 familiar compound pseudocharacters, each consisting of 2 familiar components appearing in legitimate positions; （c） 4 semi-familiar compound pseudocharacters, each consisting of 1 familiar component and 1 unfamiliar component, both appearing in legitimate positions. The familiar components are selected from textbooks of the first and second grades, and the unfamiliar components are from textbooks of the third to sixth grades. There are 2 exposure time conditions： 3 times and 6 times. Two simple pseudocharacters, 2 familiar compoun

关 键 词：自我教学 字形学习 汉字类型 部件熟悉性 汉语儿童 

分 类 号：B842.3[哲学宗教—基础心理学]