Morpheme Position Coding in Reading Development

阅读发展中的语素位置编码

• 批准号: 392311479
• 负责人: Dr. Jana Hasenäcker
• 金额: --
• 依托单位: Lehrstuhl für Angewandte Linguistik
• 依托单位国家: 德国
• 项目类别: Research Fellowships
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2017-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/392311479?language=en
• 关键词: Morpheme; Position; Coding; Reading; Development

Readers of morphologically complex languages, such as German or Italian, are often confronted with the task of reading words that are composed of multiple morphemes (i.e., read+able, book+worm). Skilled readers automatically decompose such words into their constituent morphemes in order to grasp the whole word more quickly. This requires exact representations of morphemes. Information about possible positions of the morphemes within a word additionally facilitate word recognition: prefixes only occur wordinitial (re+read), suffixes only wordfinal (read+able), and stems both wordinitial and –final (book+worm). It is unknown, whether children already benefit from this kind of position-specific information. In German, children use suffixes earlier for word recognition in the course of reading development than prefixes. Position coding can be a potential reason for this developmental trajectory. Whether this trajectory pertains to other morphologically rich languages and what kind of representations and mechanisms are responsible for this will be investigated for reading acquisition in Italian. The proposed research project aims at shedding light on whether and how information about morpheme position is used by developing readers in efficient visual word recognition. The results promise new insights into the cognitive mechanisms involved in reading development in morphologically rich languages.

形态复杂的语言（例如德语或意大利语）的读者经常遇到阅读由多个语素组成的单词（即，read+able、book+worm）的任务，熟练的读者会自动将这些单词分解为其组成语素。为了更快地掌握整个单词，这需要词素的精确表示，这也有助于词的识别：前缀只出现在词首。 (re+read)，仅后缀 wordfinal (read+able)，并且词干是 wordinitial 和 –final (book+worm) 儿童是否已经从这种特定位置信息中受益尚不清楚。在阅读发展过程中，后缀比前缀更早地进行单词识别可能是这种发展轨迹的潜在原因，无论这种轨迹是否属于其他形态丰富的语言，以及哪种表示和机制负责这一点。拟议的研究项目旨在揭示培养读者在有效的视觉单词识别中是否以及如何使用有关语素位置的信息，这些结果有望为形态学阅读发展所涉及的认知机制提供新的见解。丰富的语言。