词素位置线索的习得及运用促进儿童的新词学习

Children learn about 3000 vocabularies per year during the primary school period, and 80% of the vocabularies are acquired from the natural reading. There are no spaces between words as visual word segmentation cue during Chinese reading, the initial and key process of learning novel vocabularies is that how Chinese readers segment character strings to identify the constituents of novel words during reading. Our previous studies have found that morpheme’s within-word positional information is an important word segmentation cue for Chinese skilled readers, and the usage of this segmentation cue facilitates their word learning. Then, how and when does the cue of morpheme’s within-word position for Chinese children acquire through reading? In this project, we will investigate the following four key issues by using the eye tracking technique: first, we will investigate the developmental trends of acquiring the cue of morpheme’s within-word position; secondly, we will further explore how the relative factors modulate the acquisition of morpheme’s within-word positional cue; third, we will investigate how the relative factors facilitate the acquisition of morpheme’s within-word positional cue; finally, we will evaluate how the modulating and facilitating factors on the acquisition of morpheme’s within-word positional cue influence the word learning during natural reading. Our findings will provide evidence to find the optimal way of learning novel vocabularies and to construct the eye movement control models of learning vocabularies during natural reading.

儿童大约每年需掌握3000个新词，其中，超过80%是在自然阅读中习得。汉语文本中词与词之间没有空格，如何成功进行词切分是新词学习的首要环节。本课题组研究发现，词素位置线索是成人熟练利用的重要词切分线索，并且该线索促进他们的新词学习。词素位置线索指词素用在复合词特定的位置信息，如“各”通常用在词首，“子”通常用在词尾。儿童何时习得并熟练运用词素位置线索进行新词学习？本项目采用眼动追踪技术，在自然阅读中系统探讨如下四个关键问题：（1）儿童在新词学习时对词素位置线索习得的发展特点；（2）何种因素调节儿童对词素位置线索的习得；（3）何种因素促进儿童对词素位置线索的习得；（4）评估调节和促进词素位置线索习得的因素对儿童新词学习的影响。本项目的研究目的是从词切分的角度为探寻儿童新词学习的最佳途径和建构新词学习的眼动控制模型提供理论依据。

儿童大约每年需掌握3000个新词，其中，超过80%是在自然阅读中习得。基于汉语文本的词与词之间没有空格，如何成功进行词切分是阅读中学习新词的首要环节。本项目在前期研究基础上，采用眼动追踪技术，聚焦于儿童阅读伴随词汇学习的词切分，特别是对汉语阅读中的一种有效语言词切分线索（词素位置概率）的习得及发展进行了深入探讨。本项目主要工作包括如下三方面：第一，从眼动控制视角揭示儿童阅读词汇识别及词汇习得的认知加工机制，作为研究儿童阅读词汇学习词切分的基础；第二，从视觉词切分视角，揭示词间空格如何促进儿童（包括阅读困难儿童）阅读中的新词学习，并从文本视觉呈现方式层面提出改善儿童词汇学习效率的新途径；第三，从语言词切分视角，揭示词素位置概率线索如何促进儿童阅读词汇学习的词切分。结果发现，只有词尾的位置概率信息作为一种有效词切分线索，参与汉语阅读的词切分。上述研究成果有助于理解汉语阅读词汇学习的词切分认知机制，还为提高儿童的高效率词汇学习提供重要科学依据，有助于儿童从“学会阅读”成功过渡到“从阅读中学习”。在本项目资助下，相关研究成果以学术论文的形式共发表11篇，其中2篇被SCI/SSCI收录，9篇被CSSCI收录（包括3篇《心理学报》、3篇《心理科学》）。

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