PSYCH OpenIR  > 认知与发展心理学研究室
Alternative TitleA Devclopmental Study on Charactcr Rccognition of Elementary School Studcnts
Thesis Advisor方富熹
Degree Grantor中国科学院研究生院
Place of Conferral北京
Degree Discipline心理学
Keyword小学生 字汇判断 命名 字形属性 学习年龄(LA) 熟悉度

    本研究采用字汇判断任务和命名任务,对小学一、三、五年级学生以及成人的汉字识别过程进行了考察,探查了汉字的学习年龄(Learning age, LA )、字形属性(笔画数、部件数、结构方式)以及实验任务因素对小学生汉字识别发展过程的影响。同时对汉字识别加工单元的争论进行了检验。
1.小学生的汉字识别受到汉字的学习年龄(learning age, LA)的影响:学习年龄(LA)早的字,小学生对其字汇判断和命名的反应速度快,命名的正确率高,学习年龄(LA)晚的字,则反之。在小学阶段,LA可以替代字频的使用,作为小学生对汉字熟悉度的一个指标。
3、实验任务影响小学生的汉字识别:字汇判断任务与命名任务的成绩不完全相    同。

Other Abstract

    Studies on Chinese character recognition are very important in the field of language cognition research. One of main purposes of cognition research of Chinese is to explore the process and influence factors of information processing of Chinese character.  Through exploring the effect of these factors, we can understand the nature of the information processing of Chinese character better.
    To explore the developmental process of the recognition of Chinese character, lexical decision task (LDT) and naming task were used. Characters from the textbooks of elementary school and some low-frequency characters were used as stimuli. Subjects are grade one, three, five elementary students, and also adults as comparing groups. The influence of character learning age(LA),stroke number, component number and construction of character were investigated. The argument about the processing unit of the recognition of Chinese character was also examined.
The main results are follows: 1 .The recognition of Chinese character of elementary students is influenced by LA:  the earlier the LA is, the shorter the response time in lexical decision and naming tasks is, the higher the accuracy in naming task is. In elementary school, LA can replace word frequency as an valid index of the familiarity of characters.
2. Elementary students' recognition of Chinese character is influenced by the form properties of character. Compared with adult, their performance is more   complex than a simple linear model.
3. The experimental tasks have effects on elementary students' recognition of   character. The performance in LDT is different from that in naming task.
4. Elementary students' recognition of character is influenced by internal factor   (LA) and external factors (form properties and experimental tasks).
5.We proposed Hypothesis-Verifying Model to explain the effect of form   properties in elementary students' recognition of character.

Subject Area认知发展心理学
Document Type学位论文
Recommended Citation
GB/T 7714
管益杰. 小学生汉字识别的认知发展研究[D]. 北京. 中国科学院研究生院,2001.
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