【作者】 陈昌明；

【导师】 李红； 翁旭初；

【作者基本信息】 西南大学 ， 发展与教育心理学， 2010， 硕士

【摘要】 由于家庭贫困或者历史政治原因而导致的文盲现象对于个体的发展和生活质量有重要的影响,同时对经济社会的发展也有重要的影响,各个国家一直致力于提高人们的文化水平根除文盲。但是很少有研究探讨在接受培训后文盲如何获得获得阅读技能,以及在文盲文字学习过程中相关认知能力如何变化和发展。先前拼音文字相关研究都指出语音意识是阅读发展最重要的认知能力,而正字法意识对阅读能力具有显著的影响,但是其作用比语音意识要低。然而,这种机制是否同样适用于图形文字如中文的学习和加工中,还存在着激烈的争论。一些研究者认为在汉字阅读技能发展中语音意识的作用比正字法意识更低,甚至有的研究者认为汉字阅读能力完全依赖于语音意识之外的其他技能。而另一些研究者则认为拼音文字对汉字阅读能力发展同样重要,有可能中文学习和拼音文字学习依赖于相同的机制；甚至有研究否定了正字法意识在中文阅读中的作用。因此直到现在为止,这两种能力在汉字学习中的作用仍然没有一致的意见。本研究测量和16名中国文盲的正字法意识和语音意识,并追踪了他们在接受为期一年汉字学习培训中这两种技能的变化和发展。其中正字法意识测试使用了包括区分真字、伪字、非字、和笔画组合等的词汇判断任务(测试1)和区分真字与各种非字刺激的词汇判断任务(测试2)。语音意识任务由音调意识、单音节首音分类、单音节尾音分类、单音节首音删除、单音节尾音删除、双音节首音分类、双音节尾音分类、双音节尾音删除、双音节尾音删除等9个子任务组成。与控制组非文盲被试相比(n=24),文盲被试在所有正字法意识测试中的成绩都显著更低；但是在语音意识中,除了双音节尾音删除任务之外,其他任务中文盲与非文盲被试都没有显著的差异。多元回归分析结果显示：正字法意识是其中唯一一个能够对被试识字量水平进行预测的变量(beta=0.658,t=5.416,p=.000),而其他诸如语音意识、口语短时记忆、数字广度、MMSE、计算能力等都不能成功预测这些被试的识字量水平。这些结果暗示正字法意识是中国老年被试文化水平的一个核心能力,而语音意识不是。对培训过程中三个时间点识字量的单因素方差检验显示：识字培训能够显著的提高文盲的识字量(F=13.038,p=.000)。文盲的正字法意识发展速度很快,经过1个月的识字培训,大多数测试中的成绩都达到高原水平；文盲对于真字和非字在整体差异的识别发展最快,而对于局部差异的识别发展相对较慢。与正字法意识的快速发展相反,除了在单音节首音分类和双音节尾音分类任务中之外,大多数语音意识任务中都没有表现出显著的识字培训效应。总之,这些结果揭示出：在汉语中存在正字法意识的文化水平效应,而语音意识不存在文化水平效应这一种现象。这些结果暗示拼音和图画文字体系中阅读技能的获得可能具有不同的机制。更多还原

【Abstract】 Illiteracy as a result of family poverty or historical politics is vital for individual’s development and life quality; many countries strike continuously to help illiterate people acquire literacy. But unfortunately few studies have investigated systematically on its trajectory, and how reading-related cognitive abilities change during and contribute to their language learning.Previous studies in alphabetical language have established that phonological awareness is the most critical ability for reading development and orthographic awareness also play a significant but less important role in language learning. However, there are controversies on whether the same holds for logographic language system like Chinese, which differ fundamentally from alphabetical language. Most of the researchers suggest orthographic awareness plays a more important role than phonological awareness, some even claim that Chinese literacy depends on skills other than phonological awareness. However, some researchers still claim that phonological awareness is also very important for Chinese early literacy development and the underlying mechanism is the same as alphabetical learning, there are even literature suggest that reading in Chinese doesn’t depend on orthographic awareness. So there is no consensus on how these two abilities work in Chinese reading and its development.The present study explores 16 Chinese illiterates’orthographic awareness and phonological processing skills, and how these two aspects of abilities develop while these illiterates undergo a one-year long Chinese training. The orthographic awareness is assessed by lexical decision tasks involving discriminating real Chinese characters, pseudo-characters, non-characters (with wrong radical position), and stroke combinations (task 1), and discriminating real characters from various non-character stimuli (task 2). The phonological awareness tasks comprise of tone awareness, single-syllable onset similarity, single-syllable onset deletion, single-syllable rime similarity, single-syllable rime deletion, two-syllable onset similarity, two-syllable onset deletion, two-syllable rime similarity, two-syllable rime deletion.Compared with their literate counterparts (n=24), illiterate subjects are less proficient across orthographic awareness tasks, but equally bad in most of the phonological awareness tasks except two-syllable rime deletion. Multiple-regression analysis shows that orthographic awareness performance is the only significant predictor for literacy level across these two groups, but not phonological awareness or other cognitive abilities including verbal working memory, digital span, MMSE, calculation. These results suggest a core role of orthographic awareness for literacy achievement of Chinese elderly, but no significance of phonological awareness.Reading training take effects on illiterates’vocabulary, there are significant differences among their character recognition performance at three time points during the training course (F=13.038, p=.000). Illiterates’orthographic awareness performance improve very quickly, in most of the subtests their performance reach the plateau only after one month training, illiterates become sensitive to global differences more quickly than local differences. Contrary to the fast improvement of orthographic awareness, there is no significant reading-training effect on most of the phonological awareness tasks, except on one-syllable onset similarity and two-syllable rime similarity tasks.Taken together, these results reveal the existence of significant literacy effects on orthographic awareness, but no literacy effects on phonological awareness for Chinese, at least for Chinese elderly. These results suggest different mechanisms of reading acquisition across alphabetical and logographical language systems.更多还原