语音与词义激活的相对时间进程:来自儿童发展的证据

THE RELATIVE TIME COURSE OF SEMANTIC AND PHONOLOGICAL ACTIVATION INREADING CHINESE: EVIDENCE FROM CHILD DEVELOPMENT

本研究从儿童语言发展的角度．在已有研究基础上．进一步考察了汉语视觉字词加工中语音与词义激活的相对时间进程。运用启动命名技术，比较了三年级和六年级儿童在语音和语义启动中的表现。结果发现，三年级和六年级儿童都有语音和语义启动效应，且六年级儿童更为显著。但语义启动和同音启动的促进效应之间没有差异，而同音不同声调启动则可能产生抑制作用。文章探讨了这些发现对汉语视觉字词加工中词义信息提取不同观点的含义。

The relative time course of semantic andphonological activation was investigated in thecontext of whether phonology plays a strongrole in constraining semantic activation inreading Chinses. A primed naming task wasadministed to children of third and sixthgrades. It was found that for children of bothgrades, semantic and homophone primes produced equal facility effects in the naming latencies of targets, although these effects wereweaker for the third-grade children. The semi - homophones produced inhibitory or nullpriming effects. On the basis of these and other related findings, it was concluded that se-mantic information was activated not laterthan phonological information in reading Chinese, and orthography, rather than phonology, played a stronger role in access to semantics.