听写困难儿童在部件加工中的整字字形干扰特点

The Global Interruption Effect on Radical Processing for Children with Spelling Difficulties

听写困难是指儿童阅读正常而听写落后的现象,是儿童学习障碍的一种类型。本研究通过两个系列实验,对比听写困难儿童不同水平部件表征的激活速度差异,间接考察了听写困难儿童在部件加工过程中的二级整体干扰效应。结果表明,听写困难儿童在部件的加工过程中未发现二级整体干扰效应,而正常儿童存在明显的整体干扰效应。出现这一结果,既可能是因为听写困难儿童存在整体字形表征的一般缺陷,也可能是因为听写困难儿童存在二级整体字形表征的加工延迟。

Spelling difficulty, a major type of learning disorders, refers to the phenomenon in which a child possess normal reading ability but has poor spelling ability. By comparing the activating speed differences between the first and second level radical presentations, the study investigated the global interruption effect on radical processing for children with spelling difficulties. The results show that no significant second level global interruption for children with spelling difficulties was found, but significant interruption for healthy controls was found. There may be two reasons. The first is the global orthographical representation of children with spelling difficulties were damaged. The second reason is that the first and second level global presentations compete for the processing resources. For children with spelling difficulties, more resources were spent on the first level global representation; and there was no time for representing the second level global representation.