摘要
对小学低年级学生对陌生形声字的语音提取进行了研究。实验1表明,字频、声旁位置、声旁与整字音段的关系影响小学二年级学生对陌生形声字的语音提取。高频字的命名成绩好于低频字,声旁在右的形声字命名成绩好于声旁在左的形声字,声旁与整字音段相同的形声字命名成绩好于声旁与整字音段部分相同或完全不同的形声字,体现了“规则效应”。语文水平也影响被试对陌生形声字的语音提取。小学生对左右结构的陌生形声字的语音提取策略按使用频率依次为:读半边、部件重组、整字形似、部件形似、词汇联拼、部件意义联想、整字意义联想、部件词汇联拼。实验2结果表明,当陌生形声字的形旁不可命名时,小学一年级学生对整字的命名更倾向于利用声旁信息。形声字声旁在右时,利用可单独命名的声旁命名整字的可能性更大。当形旁可命名时,声旁的语音线索与形旁的语音线索存在竞争。
Using a naming test, the phonological activation of unfamiliar pictophonetic characters of lower-grade pupils was investigated . It was showed in Experiment One that, the phonological activation was affected by the token frequency, situation of phonetic components, and the relation between the phonetic component and the whole character＇s phonological segment, and the pupil＇s level of Chinese. It was found that when the lower-grade pupils named the phonological segment of unfamiliar pictophonetic characters, the use of frequencies of phonological activation was as the following down-sequence： half-side strategy, samiliar characters strategy, association-of-characters＇-meaning strategy, etc.. In Experiment Two ,the pictographic could be named and the situation of the phonetic component were manipulated. The results suggested that the lower-grade pupils had the experience of the situation of phonetic component characters.
出处
《心理科学》
CSSCI
CSCD
北大核心
2005年第4期901-905,共5页
Journal of Psychological Science
基金
国家社会科学基金(04BYY007)
全国教育科学"十五"规划课题重点项目(EBA030407)资助
关键词
小学
低年级学生
陌生形声字
语音
学习心理学
汉语
lower grades students, unfamiliar pictophonetic characters, phonological activation
