中国临床心理学杂志

部件字形加工难度对听写困难儿童字形-空间捆绑编码的影响

作者：宁宁杨双袁卓刘翔平

单位：1. 苏州大学教育学院苏州 215123 2. 北京师范大学心理学院北京 100875

分类号：R395.1

出版年,卷(期):页码：2017,25(1):17-20

摘要：

目的：研究部件字形加工难度对听写困难儿童字形-空间捆绑编码的影响。方法：采用变化检测范式，从苏州某小学四至六年级的儿童中筛选年龄和智商匹配的听写困难儿童、对照组儿童各25名，实验材料以部件字形的相似程度作为部件加工难度的指标，对比听写困难组儿童和对照组儿童在字形-空间记忆任务上的成绩差异。结果：两组被试在成绩上组别主效应不显著，但在反应时数据上，组别和材料的交互作用显著，听写困难儿童在部件字形高相似条件下的反应时明显高于字形低相似条件，而对照组被试在两个实验条件下的反应时没有明显差异。结论：在字形-空间的捆绑编码时，听写困难儿童存在明显的字形难度效应，在字形加工难度较低时，听写困难儿童的捆绑加工水平较为正常，但是，一旦提高字形加工难度，听写困难儿童就表现出字形-空间捆绑缺陷。

Objective: To study the effect of orthographical coding difficulty on objective-space feature bindings in children with Chinese spelling difficulties. Methods: The study used the change detection paradigm in 25 children with spelling difficulties and 25 normal controls from Primary School of grade 4-6. The degree of similarity between the orthographical of the experimental materials was used as the index of the radical processing difficulty. Results: We observed no main effect of group on the memory task achievement, but a significant interactive effect between group and material on the reaction time. The children with spelling difficulties showed higher reaction time when under high level of orthographical coding difficulty. Conclusion: The children with spelling difficulties have difficulties in objective-space binding under high level of orthographical coding difficulty.

基金项目：

国家社科重大项目“儿童阅读障碍的认知机制及其干预”（基金号：14ZDB157）

作者简介：

参考文献：

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