【摘要】 该研究以小学一年级、三年级、五年级儿童及大学生为被试，让他们对左右、上下和半包围三种结构类型的９０个真字、假字和非字进行词汇判断，以探讨儿童正字法意识的发展，结构类型的相应影响，以及年龄对汉字识别中结构类型效应的作用。结果表明；（１）儿童正字法意识的形成是以识字为基础的逐步发展的过程。小学一年级儿童已萌发了正字法意识，但至五年级时才基本达到了成人水平。（２）只有小学一年级被试的真字识别受结构类型影响。汉字识别中是否存在结构类型效应可能与被试识字经验、材料熟悉性等因素有关．（３）年级内部正字法意识的萌发和年级之间正字法意识发展的差异不受结构类型的影响，但萌发之后各年级内部均是对左右结构汉字正字法意识优于上下结构和半包围结构。更多还原

【Abstract】 The study was to explore the development of Chinese orthographic regularity and the effect of Chinese constructive features on idenhfication of Chinese characters in primary school children. Real characters, pseudo-characters and non-characters with three constructions: left-right up-down, half- encircled were used as stimuli. Subjects were primary school children from grade 1, 3, 5 and undergraduates who were required to judge whether a stimulus was a legal character or not, The results showed: (1) children’s knowledge of orthographic regularity developed gradually based on their reading experience. The Chinese orthographic awareness appeared in grade 1, but until glade 5 the level was equivalent with that of the undergraduates; (2) the effect of Chinese constructive features on character identification was only in grade 1 which depended on the reading experience of the subjects, the familiarity of materials and so forth; (3) the conclusions about the appearance of orthographic regularity in each grade and its developmental bend among grades was consistent. However, the constructive features played a prominent role in the development of orthographic regularity after its appearance in every grade: the developmental level of the left-right one was superior to those of the up-down and the half-encircled.更多还原