摘要
采用类别一致性判断任务考察汉语儿童义符一致性意识的发展特征。结果表明:(1)儿童的义符一致性意识随着年级增长而提高。三年级儿童尚未获得一致性意识,四年级儿童初步具备义符一致性意识,五年级儿童的义符一致性意识获得了长足的发展,六年级儿童获得了完善的义符一致性意识。(2)义符一致性意识与认知发展水平、已有知识及加工策略有密切关系。在汉字数学中应该有意识地培养儿童的义符一致性意识。
Semantic-phonetic compounds comprise the vast bulk of Chinese characters. The semantic radicals are related to the meaning of the whole characters, but inferring the whole characters＇ meaning from semantic radicals＇ meaning is not always widely applicable. There are almost 200 semantic radicals that are commonly used; the accuracy rate of inferring the whole character＇s meaning by virtue of semantic radicals can be up to 60%-100%. The consistency of semantic radicals is one of the important characteristics of Chinese characters＇ radicals, which manifests the degree to which the whole character＇s meaning can be inferred from a semantic radical. Previous studies have revealed that semantic radicals＇ consistency affects the whole characters＇ processing under many tasks and levels, including lexical decision, single-word semantic category decision and double words semantic category decision. Most of the studies are concerned with the adults＇ mental lexicon and processing models. The developmental characteristics of children＇s semantic consistency awareness have not been studied yet. The present study was to examine children＇s semantic radicals＇ developmental characteristics. A total of 99 elementary school students were adopted in the study. Two factors mixed design were used： 4 （Grade： Grade3, Grade 4, Grade 5, Grade 6） × 4 （priming style： R＋S＋, R＋S-, R-S＋, R-S-）. Children were asked to judge the semantic category consistency between prime words and target words quickly and accurately. The materials included 128 word stimulus pairs and each priming style has 32 word stimulus pairs. The results revealed a significant grade difference, a priming style difference and a significant interaction between the grade and the priming style on reaction time and error rate. The reaction time became shorter and the error rate became reduced with the development of grade levels. Children in different grades showed different performance under four priming styles. For children in Grade 3, there were no significant differences among four priming styles on reaction time. For children in Grade 4, the reaction time of R-S＋ and R-S- were significantly shorter than R＋S-. For children in Grade 5, the reaction time of R＋S＋ and R-S- were significantly shorter than R＋S-. For children in Grade 6, the reaction time of R＋S＋ was shorter than R＋S- and R-S＋; also, the reaction time of R-S- was shorter than R＋S- and R-S＋. The tendency of error rate on consistency judgments showed similar performance. We also obtained a clear semantic consistency awareness priming effect by calculating the reaction time differences between two priming conditions. Based on the above findings, the conclusions are： （1） Children＇s awareness of semantic radicals is strong with the development of grades. Children in Grade 3 have not acquired the consistency awareness of semantic radicals, children in Grade 4 have acquired preliminary consistency awareness of semantic radicals, and children in Grade 5 have made a great process in consistency awareness of semantic radicals; however, children have not acquired mature semantic radicals＇ awareness until Grade 6. （2） The developmental characteristics of semantic radical awareness have a close relationship with the cognitive developmental level of children, language knowledge of the children, and processing strategies. Semantic radicals＇ consistency should be taught intentionally.
出处
《心理科学》
CSSCI
CSCD
北大核心
2015年第5期1136-1140,共5页
Journal of Psychological Science
基金
江苏省高校哲学社会科学研究基金项目"汉语儿童汉字规则意识的发展规律及教育模型的建构研究(2013SJB190002)
江苏师范大学人文社会科学研究基金项目(12XWR013)
江苏高校优势学科建设工程项目的资助
关键词
义符
一致性意识
年级效应
semantic radical, consistency awareness, grade effect
