Inhibitory control and dissociation for Chinese real words and pseudowords in the orthographic neighborhood size effect

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Reading and Writing Pub Date : 2024-07-24 DOI:10.1007/s11145-024-10577-w

Jianping Xiong, Ping Ju, Yongqing Hou, Antao Chen

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Abstract

Inhibitory control ability may affect the orthographic neighborhood size (ONS) effect by inhibiting the semantic activation of neighbors. However, few studies have explored whether and how inhibitory control plays a role in the ONS effect on recognition of Chinese words. This study screened individuals with high and low inhibitory control abilities, and manipulated the ONS of Chinese words. Event-related potentials were used to explore the differences in ONS effects between individuals with high and low inhibitory control abilities, as well as the dissociation of ONS effects for Chinese real words and pseudowords recognition in lexical decision task. Both the behavioral and ERP results showed that ONS effect would be stronger in individuals with low inhibitory control ability. Meanwhile, we found a significant facilitative ONS effect on real words recognition and inhibitory effect on pseudowords recognition. In conclusion, inhibitory control is involved in ONS effect and the ONS effect has a dissociation when recognizing Chinese real words and pseudowords.

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正字法邻域大小效应中对汉语实词和虚词的抑制控制与分离

抑制控制能力可能会通过抑制邻近词的语义激活来影响正字法邻域大小效应（ONS）。然而，很少有研究探讨抑制控制能力是否以及如何在识别中文词语的ONS效应中发挥作用。本研究筛选了抑制控制能力高和抑制控制能力低的个体，并操纵了中文词语的ONS效应。研究采用事件相关电位来探讨抑制控制能力高低个体之间ONS效应的差异，以及在词汇决策任务中ONS效应在汉语实词和假词识别中的分离。行为和ERP结果都表明，抑制控制能力低的个体的ONS效应更强。同时，我们发现 ONS 对实词识别有显著的促进作用，而对虚词识别有抑制作用。总之，抑制控制参与了ONS效应，并且ONS效应在识别中文实词和虚词时具有分离性。

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来源期刊

Reading and Writing Multiple-

CiteScore

5.20

自引率

16.00%

发文量

期刊介绍： Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.