听障大学生词汇识别过程的特异性:语言经验和阅读能力的影响  

The distinctness of visual word recognition in hearing-impaired college readers:The effects of language experience and reading ability

作　　者：兰泽波 郭梅华 姜琨[4] 吴俊杰 闫国利[1] LAN Zebo;GUO Meihua;JIANG Kun;WU Junjie;YAN Guoli(Faculty of Psychology,Tianjin Normal University,Tianjin 300387,China;School of Health,Fujian Medical University,Fuzhou 350122,China;School of Educational Science,Minnan Normal University,Zhangzhou 363000,China;Mental Health Education and Consultation Center,Tianjin University of Technology,Tianjin 300384,China)

机构地区：[1]天津师范大学心理学部,天津300387 [2]福建医科大学健康学院,福州350122 [3]闽南师范大学教育科学学院,漳州363000 [4]天津理工大学心理健康教育与咨询中心,天津300384

出　　处：《心理学报》2023年第6期954-967,共14页Acta Psychologica Sinica

基　　金：教育部人文社会科学重点研究基地重大项目(22JJD190012)。

摘　　要：听障者词汇识别过程是否表现出特异性一直是研究者关注的焦点问题,然而当前观点并不一致。本研究采用语义相关性判断任务,通过两个实验探讨语言经验和阅读能力对听障大学生词汇识别中字形、语音和手语表征激活的影响。实验1比较不同语言经验和阅读能力的听障大学生在形似干扰字、同音干扰字和无关干扰字条件下的表现,实验2比较他们在手语相关和无关条件下的表现。实验1结果显示,在正确率和反应时指标上,不同语言经验和阅读能力的听障大学生表现出相似的字形干扰效应(与无关干扰字相比,形似干扰字条件下正确率更低、反应时更长),均未出现语音干扰效应。实验2结果显示,在正确率指标上,当控制听障大学生阅读能力时,阅读能力高的手语组表现出显著的手语干扰效应(与无关条件相比,手语相关条件下正确率更低),阅读能力高的口语组未出现手语干扰效应。当控制听障大学生语言经验,阅读能力高的手语组和阅读能力低的手语组表现出相似的手语干扰效应。综合两个实验的结果可以发现,语言经验影响听障大学生的词汇表征,阅读能力不影响听障大学生的词汇表征。在此基础上,本研究尝试提出听障大学生中文词汇识别的认知加工模型。Compared with hearing readers,orthographic information and phonological information may play different roles in the word recognition process for hearing-impaired readers.As a communication mode for hearing-impaired readers,sign language may also affect their word recognition process.A large number of studies have examined the activation of orthographic representation,phonological representation,and sign language representation during visual word recognition in hearing-impaired readers.Previous studies have found that hearing-impaired readers could activate stable orthographic representations,but there were inconsistent results in the activation of phonological representations,whereas studies on hearing-impaired readers who primarily use sign language have found that they can activate stable sign language representations.Hearing-impaired readers grow up in a complex language environment,which leads to great individual differences in language experience and reading ability.However,previous works have not clearly identified the effect of language experience and reading ability on the cognitive mechanism of reading in hearing-impaired readers.Continuous attention to this problem will help to provide a reference to guide reading instruction for hearing-impaired readers.This study conducted two semantically related decision tasks to investigate the activation of orthographic,phonological,and sign language representations during Chinese visual word recognition in hearing-impaired college students.Orthographic and phonological representations play an important role in word recognition for hearing readers,but sign language representations are a phenomenon unique to deaf readers.In the current study we investigated the activation of orthographic and phonological representation in Experiment 1 and the activation of sign language representation in Experiment2.To investigate the effects of individual differences,according to their language experience and reading fluency,hearing-impaired college students were divided into deaf

关 键 词：听障大学生 书面词汇识别 字形表征 语音表征 手语表征 

分 类 号：B842[哲学宗教—基础心理学] B844[哲学宗教—心理学]