以事件相關電位探討國小學童識字量與中文構字知識發展的關係

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黃妤真(Yu-Chen Huang) 查詢紙本館藏

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認知與神經科學研究所

論文名稱

以事件相關電位探討國小學童識字量與中文構字知識發展的關係
(Using the Event-related potential to study how reading ability shapes the development of Chinese orthographic knowledge in elementary school children)

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摘要(中)

本研究旨在透過事件相關電位探討國小學童識字量與中文構字知識發展的關係。實驗刺激包含真字、假字(符合構字規則但不存在之部件組合)和非字(違反構字規則之筆劃部件)，分別請成人和國小學童進行讀音判斷作業，以N400做為詞彙觸接和語意整合之指標。成人的資料顯示假字誘發最大振幅的N400，真字次之，非字最小。國小學童則依據中文年級認字量表分數，分為高、中、低識字年級三組。中、低識字年級學童所展現的詞彙效應為非字最負，然後依序為假字與真字，此形態主要表現在前側電極位置。高識字年級組學童雖然在前側電極位置也展現相同的詞彙效應，但在後側頂葉的電極位置，則表現出如同成人的詞彙效應形態。整體而言，在發展過程中，學童的字彙辨識系統不同於精熟閱讀的成人，對於所有語言訊息採相對開放的處理方式，但隨著識字量的增加，對於合法構字的假字和違反構字規則的非字處理方式，可逐漸展現出類似於成熟讀者的趨勢，亦即對於部件層次的構字規則更為敏銳。

摘要(英)

The present event-related potential (ERP) study aimed to investigate how reading ability shapes the development of Chinese orthographic knowledge in elementary school children. Participants were asked to make a pronounceable judgment when they viewed the stimuli which consisted of real-characters, pseudo-characters (a novel combination of semantic-phonetic radical with legal orthographic structure) and non-characters (illegal combination of strokes and radical position). The N400 was used to reflect the ease of lexical assess and semantic integration. In adults, pseudo-characters elicited the largest N400 amplitude, followed by real-characters and then non-characters. Children were divided into high-, medium- and low-reading grade groups based on their Chinese character recognition test scores. In medium- and low-reading grade groups showed a reverse pattern of the lexicality effect, which non-characters elicited more negative N400 than the pseudo- and real-characters did and the effect was mainly found in frontal electrodes. The children with high-reading ability also revealed the similar pattern in the frontal region, and exhibited an adult-like lexicality effect (pseudo-characters > real characters > non-characters) at the posterior electrodes. In sum, the present results suggests that the neurocognitive word-processing system in elementary school children is more open to all kind of linguistic possibilities than the word-processing system in skilled readers. However, as children’s character size grows, it would enhance children’s sensitivity for the orthographic constrains of Chinese radicals.

關鍵字(中)

★ 識字發展
★ 構字知識
★ 詞彙效應
★ 中文部件

關鍵字(英)

★ Reading development
★ Orthography knowledge
★ Lexicality effect
★ Chinese radicals

論文目次

中文摘要 I
ABSTRACT II
目錄 III
圖目錄 V
表目錄 VI
前言 1
第一章文獻回顧 2
1.1 拼音文字的閱讀習得 2
1.2 中文字的構字特性 6
1.2.1 中文部件功能在構字中的角色 8
1.3 中文字的閱讀習得 10
1.4 事件相關電位與字彙辨識之研究 13
1.4.1 事件相關電位介紹 13
1.4.2 字彙辨識相關之腦成分波 14
1.4.3 N400與閱讀習得 16
第二章研究目的 22
2.1 研究動機 22
2.2 研究設計與假設 22
第三章 ERP實驗 24
3.1 研究方法 24
3.1.1 實驗材料 24
3.1.2 ERP實驗程序 25
3.1.3學童組實驗程序 25
3.1.3.1 行為評量 26
3.1.3.1.1 非語言能力評量 26
3.1.3.1.2 語言能力評量 26
3.1.4腦波資料記錄與分析方法 28
3.1.4.1成人EEG記錄與參數 28
3.1.4.2成人ERP分析處理 29
3.1.4.3學童EEG記錄與參數 30
3.1.4.4 學童ERP分析處理 31
3.2 研究對象 33
3.2.1成人組受試者 33
3.2.1.1受試者刪除及保留人數 33
3.2.2 學童組受試者 33
3.2.2.1受試者刪除及保留人數 33
3.2.2.2學童行為評量結果 34
3.3行為反應結果分析 37
3.4 腦波資料結果分析 40
3.4.1 成人ERP結果分析 41
3.4.1.1成人組字彙類別配對分析 42
3.4.2 學童ERP結果分析 43
3.4.2.1低識字年級組字彙類別配對分析 43
3.4.2.2中識字年級組字彙類別配對分析 45
3.4.2.3高識字年級組字彙類別配對分析 47
3.5 ERP資料討論 49
3.5.1成人組實驗討論 49
3.5.2學童組實驗討論 50
第四章綜合討論 53
結論 59
研究限制與未來方向 60
參考文獻 61
附錄一、成人及學童各識字年級組刺激字類別與電極位置之交互作用整理表。 71

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指導教授

李佳穎(Chia-Ying Lee)

審核日期

2013-12-26

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