{"title":"在拼写和阅读方面的统计学习。","authors":"Rebecca Treiman, Brett Kessler","doi":"10.1016/j.tics.2025.05.002","DOIUrl":null,"url":null,"abstract":"<p><p>The statistical learning view of word reading and spelling is based on the ideas that writing systems have a rich statistical structure and that people implicitly pick up this structure as they learn to read and write. Whereas laboratory studies stress the speed and power of statistical learning, the evidence we review shows that adults with years of reading and writing experience do not always mirror the statistics of their writing system in their behavior. We consider possible reasons for these discrepancies, including the complexity of the statistical relationships, ease of production, and satisficing. The findings suggest that literacy instruction should address the probabilistic patterns in writing systems and the role of context in selecting appropriate pronunciations and spellings.</p>","PeriodicalId":49417,"journal":{"name":"Trends in Cognitive Sciences","volume":" ","pages":""},"PeriodicalIF":17.2000,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Statistical learning in spelling and reading.\",\"authors\":\"Rebecca Treiman, Brett Kessler\",\"doi\":\"10.1016/j.tics.2025.05.002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The statistical learning view of word reading and spelling is based on the ideas that writing systems have a rich statistical structure and that people implicitly pick up this structure as they learn to read and write. Whereas laboratory studies stress the speed and power of statistical learning, the evidence we review shows that adults with years of reading and writing experience do not always mirror the statistics of their writing system in their behavior. We consider possible reasons for these discrepancies, including the complexity of the statistical relationships, ease of production, and satisficing. The findings suggest that literacy instruction should address the probabilistic patterns in writing systems and the role of context in selecting appropriate pronunciations and spellings.</p>\",\"PeriodicalId\":49417,\"journal\":{\"name\":\"Trends in Cognitive Sciences\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":17.2000,\"publicationDate\":\"2025-06-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Trends in Cognitive Sciences\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1016/j.tics.2025.05.002\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"BEHAVIORAL SCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Trends in Cognitive Sciences","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1016/j.tics.2025.05.002","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BEHAVIORAL SCIENCES","Score":null,"Total":0}
The statistical learning view of word reading and spelling is based on the ideas that writing systems have a rich statistical structure and that people implicitly pick up this structure as they learn to read and write. Whereas laboratory studies stress the speed and power of statistical learning, the evidence we review shows that adults with years of reading and writing experience do not always mirror the statistics of their writing system in their behavior. We consider possible reasons for these discrepancies, including the complexity of the statistical relationships, ease of production, and satisficing. The findings suggest that literacy instruction should address the probabilistic patterns in writing systems and the role of context in selecting appropriate pronunciations and spellings.
期刊介绍:
Essential reading for those working directly in the cognitive sciences or in related specialist areas, Trends in Cognitive Sciences provides an instant overview of current thinking for scientists, students and teachers who want to keep up with the latest developments in the cognitive sciences. The journal brings together research in psychology, artificial intelligence, linguistics, philosophy, computer science and neuroscience. Trends in Cognitive Sciences provides a platform for the interaction of these disciplines and the evolution of cognitive science as an independent field of study.