整体干扰对听写困难儿童字形辨别的影响

Effect of Global Interference on Word-shape Recognition in Children with Spelling Difficulties

目的:本研究以假字字形为实验材料,考察整体结构这一因素对听写困难儿童部件字形辨别的影响。方法:采用二因素混合方差设计,选择听写困难组与正常组被试各30名,考察他们在整体促进、整体干扰与基线条件下的反应时和正确率差异。结果:在正确率的指标上,困难组被试的正确率显著低于正常组,条件主效应不显著,交互作用不显著。在反应时指标上,组别和条件的交互作用显著,简单效应分析表明,困难组的干扰效应大于正常组。结论:听写困难儿童的字形辨别水平正常,整体干扰对他们的字形辨别影响更大。

Objective： By using fabricated Chinese characters, this study aimed to explore the relationship between the global structure of the Chinese characters and the ability to distinguish the components in children with spelling difficulties. Methods： Between-subjects design was used to collect data of response time and accuracy rate from a normal group with 30 children and a spelling difficult group with 30 children under the conditions of facilitation, interference and base state. Results： Spelling difficulty group had significantly lower accuracy rate than normal group. Conditions had no significant main effect on the accuracy rate, and the condition＊group interactive effect was not significant either; Conditions had a sig- nificant main effect on the response time, which showed that both groups had longer response time in the obstruction condition than in the facilitation condition. Condition＊group interactive effect was significant, showing that the interference effect in children with spelling difficulty was much larger than that in normal group. Conclusion： Children with spelling difficulties have normal word-shape recognition ability, but they are more prone to be affected by the global interference of wordshape.