识字受试者处理镜像字母时的空间偏差

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Katarzyna Patro, Antonia Gross, Claudia Friedrich
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引用次数: 0

摘要

学龄前儿童在尝试阅读和书写时,经常会将字母与其镜像混淆。镜像混淆似乎更常发生在与文字方向一致的地方(如拉丁字母从左到右),这表明在识字前阶段,字母方向和文字方向的处理可能是相互关联的。儿童上学后,书写/阅读字母的镜像错误会消失。在此,我们将探讨不同水平的读者对字母形状和文字方向的处理是否仍然相关。识字受试者--一年级和四年级的小学生以及成年人--在时间压力下决定显示字母的方向是正确还是错误(镜像)。我们观察到,当字母朝右时,即与文化文本方向(从左到右)一致时,反应时间更快,但我们没有发现组间存在任何差异。我们的结论是,即使镜像错误在小学阶段已经消失,字母形状的处理仍然与拉丁字母从左到右的阅读方向密切相关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Spatial biases in processing mirror letters by literate subjects

Spatial biases in processing mirror letters by literate subjects

Preschool children often confuse letters with their mirror images when they try to read and write. Mirror confusion seems to occur more often in line with the direction of script (e.g., left-to-right for the Latin alphabetic script), suggesting that the processing of letter orientation and text directionality may be interrelated in preliterate age. When children go to school, mirror mistakes in writing/reading letters disappear. Here we ask whether the processing of letter shapes and text direction are still related in readers at different proficiency levels. Literate subjects – school children from the 1st and 4th grades and adults – decided under time pressure whether a displayed letter was oriented correctly or incorrectly (mirrored). We observed that reaction times were faster when a letter was oriented rightward, i.e. in line with the cultural text direction (left-to-right), but we did not find any differences between the groups. We conclude that, even if mirror mistakes disappear during primary school years, letter shapes are still processed in a close relation to the left-to-right reading direction in the Latin script.

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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
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.
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