中文字詞辨識的組字規則處理

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：38

、訪客IP：18.191.233.251

姓名

蕭慧琳(Hua-Ling Hsiao) 查詢紙本館藏

畢業系所

認知與神經科學研究所

論文名稱

中文字詞辨識的組字規則處理
(Orthographic processing in Chinese Character Recognition)

相關論文

★ 語言產出中音義訊息處理歷程─ 以行為及事件相關腦電位之圖文干擾作業為例	★ 英語為外國語學習者的英語字詞辨識歷程—以詞長效果及事件相關電位指標論證
★ 中文字詞辨識的語音運作單位	★ 語音知覺與中文識字能力的關係

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

本研究旨在探討部件、部件位置處理對於中文字詞辨識的影響。經由文獻回顧，這個研究認為中文組字規則包含字的結構、部件本身的訊息、以及部件的位置，因此在一系列的行為實驗操弄部件位置，觀察實驗操弄在各種實驗情境對觸發效果的影響；除行為研究外，也進行電生理實驗，以形狀大小作業探討中文字詞辨識的電生理指標與拼音文字的異同。
實驗一操弄作業特性以及刺激起始時間差(SOA)。當觸發字為目標字的某一部件時，結果無論目標字字頻為高頻或低頻的情況下，各種實驗情境均無得到顯著的觸發效應。
實驗2-1的觸發字與目標字為相同結構，結果觸發字與目標字相同部件位於相同位置時得到顯著的促進觸發效果。而實驗2-2證實了這樣的觸發效果不會受到語音的影響。實驗2-3的觸發字改為接上低頻部件的非字，得到抑制觸發效果，故推論部件位置和部件之間接合機率均有可能會影響到觸發效應。
實驗3-1、3-2、3-3將增長SOA為60毫秒，並以唸名作業進行，觸發效應則反轉為抑制的觸發效果。顯示SOA或作業特性會產生不同的結果。
實驗四則探討觸發字與目標字為完全相同的部件時，操弄部件位置對於觸發效應的影響，結果發現促進的觸發效應。由於實驗四中是兩個部件相同，而前三個實驗僅一個部件相同，推測是因為部件在辨識初期相互限制所產生的增益效應。
實驗五則利用事件相關電位檢驗適用於代表組字規則處理歷程的成分。

摘要(英)

This research explored the role of radical and radical position in Chinses character recognition. The constituents of Chinese character orthography shall cover at least the character structure, the radicals, and the radical positions. Both behavioral and electrophisological approaches were adopted to tackle the orthographic processing issue.
In experiment 1, different tasks and SOA were used to find the priming effects during the manipulations of radical positions. The prime is one of the radicals belong to target character, but there is no significant priming effect.
When the prime’s structure is the same as the target’s structure, in experiment 2, the prime and the target shared one radical. There were facilitated priming effects when the same radical at the same position. If the prime is the radical combined with one low frequency radical, and then the subjects were interrupted to process the target character. So the combinability of radicals induced the inhibited priming effects. In experiment 3, through naming task and longer SOA, the facilitated priming effects turned into inhibited priming effects. When subjects process the characters longer, more information than radical position would be processed.
In experiment 4, there would be repetition priming effect when the prime and the target were the same characters. If the prime’s radical position reversed, there were still facilitated priming effects of low frequency target characters.
The current study shows the effect of radical position processing of Chinese character recognition in different experimental designs. According to the results, there would be more confident hypothesis of Chinsese orthographic rules.

關鍵字(中)

★ 組字規則
★ 字詞辨識
★ 中文

關鍵字(英)

論文目次

壹、序論 ------------------------------------1
貳、書寫系統 ------------------------------------2
一、書寫系統的發展歷史：文字基於口語發展 ---------------------------2
二、什麼是拼音文字組字規則？組字規則跟語音的對應 -------------3
三、中文的文字發展 -------------------------------------4
參、字詞辨識歷程 ------------------------------------7
一、英文的字詞辨識歷程 -------------------------------------7
a. 英文字詞辨識的基本現象 -------------------------------------7
b. 英文字詞辨識的解釋模型 -------------------------------------8
二、中文的字詞辨識歷程 -----------------------------------10
三、中文字詞辨識的基本現象 -------------------------------------10
a. 中文的組字規則 -------------------------------------12
i. 組字規則的三要素 -------------------------------------12
ii. 部件功能與部件位置的爭議 ------------------------------------14
iii. 處理的時間序列 -------------------------------------15
四、本研究對於中文組字規則的想法及研究目的 ----------------------17
肆、實驗部分 -----------------------------------19
一、實驗一 -----------------------------------19
研究方法 -----------------------------------19
結果與討論 -----------------------------------22
二、實驗2-1 -----------------------------------28
研究方法 -----------------------------------28
結果與討論 -----------------------------------30
三、實驗2-2 -----------------------------------33
研究方法 -----------------------------------33
結果與討論 -----------------------------------35
四、實驗2-3 -----------------------------------37
研究方法 -----------------------------------37
結果與討論 -----------------------------------39
五、實驗3-1 -----------------------------------43
研究方法 -----------------------------------43
結果與討論 -----------------------------------44
六、實驗3-2 -----------------------------------46
研究方法 -----------------------------------46
結果與討論 -----------------------------------47
七、實驗3-3 -----------------------------------50
研究方法 -----------------------------------50
結果與討論 -----------------------------------51
八、實驗四 -----------------------------------54
研究方法 -----------------------------------54
結果與討論 -----------------------------------56
九、實驗五 -----------------------------------65
研究方法 -----------------------------------65
結果與討論 -----------------------------------70
綜合討論 -----------------------------------79
參考文獻 -----------------------------------87
附錄 -----------------------------------94

參考文獻

吳瑞屯，陳欣進 (民89)。中文辨識與唸字作業中字音字義促發效果的比較分析。中華心理學刊，42，65-86。
裘錫圭 (民84)。文字學概要。台北：萬卷樓圖書股份有限公司。
Allport, D. A. (1977). On knowing the meaning of words that we are unable to report: The effects of visual masking. In S. Dornic (Ed.), Attention and performance IV (pp. 27-90). Hillsdale, NJ: Erlbaum.
Bentin, S. (1999). ERP manifestations of processing printed words at different psycholinguistic levels: Time course and scalp distribution. Journal of Cognitive Neuroscience, 11, 235-260.
Boltz, William G. (1985). Desultory notes on language and semantics in ancient China. Journal of American Oriental Society, 105, 309-313.
Chen, X., Shu, H., Wu, N., Anderson R. C. (2003). Stages in learning to pronounce Chinese characters. Psychology in the Schools, 40, 115-124.
Chomsky, N., & Morris H. (1968). The sound pattern of English. New York: Harper and Row.
Chomsky, N. (1976). On the nature of language. In S. R. Harnad, H. D. Steklis, and J. Lancaster, editors, Origins and Evolustion of Langage and Speech. Annals of the New York Academy of sciences, 280, 46-57.
Colheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies in information processing (pp. 151-216). London: Academic Press.
DeFrancis, J. (1984). The Chinese language: Fact and fantasy. Honolulu: University of Hawaii Press.
DeFrancis, J. (1989). Visible speech: The diverse oneness of writing systems. Honolulu: University of Hawaii Press.
Dehaene, S., Naccache, L., Cohen, L., Bihan, D., Mangin, J. F., & Poline, J. B. (2001). Cerebral mechanisms of word masking and unconscious repetition priming. Nature Neuroscience, 4, 752-758.
Dehaene, S., Jobert, A., Naccache, L., Ciuciu, P., Poline, J. B., Bihan, D., & Cohen, L. (2004). Letter binding and invariant recognition of masked words: Behavior and neuroimaging evidence. Psychological Science, in press.
Ding, G., Taft, M., & Zhu, X. (2000). The representation of radicals that can be used as characters. Acta Psychologica Sinica, 32(Suppl), 21-26.
Ding, G., Peng, D., & Taft, M. (2004). The nature of the mental representation of radicals in Chinese: A priming study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 530-539.
Donchin, E. (1981). Surprise!...Surprise? Psychophysiology, 18, 493-513.
Fang, S. P., & Horng, R. Y., & Tzeng, O. (1986). Consistency effects in the Chinese character and pseudo-character naming tasks. In H. S. R. Kao & R. Hoosain (Eds.), Linguistics, psychology, and the Chinese language (pp. 11-21). Hong Kong, China: University of Hong Kong, Center of Asian Studies.
Fang, S. P., & Wu, P. (1989). Illusory conjunction in the perception of Chinese characters. Jounal of Experimental Psychology: Human Perception and Performance, 15, 434-447.
Feldman, L. B., & Siok, W. W. T. (1997). The role of component function in visual recognition of Chinese characters. Journal of Experimental Psychology: Learning, Memory and Cognition, 23, 776-781.
Feldman, L. B., & Siok, W. W. T. (1999). Semantic radicals contribute to the visual identification of Chinese characters. Journal of Memory and Language, 40, 559-576.
Ferrand, L., & Grainger, J. (1993). The time-course of orthographic and phonological code activation in the early phases of visual word recognition. Bulletin fo the Psychonomic Society, 31, 119-122.
Ferrand, L., & Grainger, J. (1994). Effects of orthography are independent of phonology in masked form priming. The Quarterly Journal of Experimental Psychology, 47A, 365-382.
Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographical depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception & Performance, 13, 104-114.
Gough, P. (1972). One second of reading. In J. K. Kavanaugh & I. G. Mattingly (Eds.), Language by ear and by eye (pp. 331-381). Cambridge, MA: MIT Press.
Hung, D. L. & Tzeng, O. J. L., (1981). Orthographic variations and visual information processing. Psychological Bulletin, 90, 377-414.
Liberman, A. M. (1996). Speech: A special code. Cambridge, Mass.: MIT Press.
Liu, Y., Perfetti, C. A., & Hart, L. (2003). ERP evidence for the time course of graphic, phonological, and semantic information in Chinses meaning and pronunciation decisions. Journal of Experimental Psychology, 29, 1231-1247.
Lukatela, G., & Turvey, M. T. (1991). Phonological access of the lexicon: Evidence from associative priming with pseudohomophones. Journal of Experimental Psychology: Human Perception and Performance, 17, 951-966.
Maurer, U., Brandeis, D., & McCandliss, B. D. (2005). Fast, visual specialization for reading in English revealed by the topography of the N170 ERP response. Behavioral and Brain Functions, 1:13.
McClelland, J. L., & Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88, 375-407.
Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
Perfetti, C. A. (2003). The universal grammar of reading. Scientific Studies of Reading, 7, 3-24.
Perfetti, C. A., & Bell, L. (1991). Phonemic activation during the first 40 ms of word identification: Evidence from backward masking and priming. Journal of Memory and Language, 30, 473-485.
Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese for general theories of reading. Psychological Review, 112, 43-59.
Perfetti, C. A., & Tan, L. H. (1998). The time course of graphic, phonological, and semantic activation in Chinese character identification. Journal of Experimental Psychology: Learning, Memory and Cognition, 24, 101-118.
Perfetti, C. A., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese for general theories of reading. Psychological Review, 112, 43-59.
Perfetti, C. A., & Zhang, S. (1991). Phonological processes in reading Chinese characters. Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 633-643.
Perfetti, C. A., & Zhang, S. (1995). Very early phonological activation in Chinese reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 24-33.
Petersen, S. E., Fox, P. T., Posner, M. I., Mintun, M., & Raichle, M. E. (1988). Nature, 331, 585-589.
Petersen, S. E., Fox, P. T., Snyder, A. Z., & Raichle, M. E. (1990). Science, 249, 1041-1044.
Price, C. J., Wise, R. J., Watson, J. D., Patterson, K., Howard, D., & Frackowiak, R. S. (1994). Brain activity during reading. The effects of exposure duration and task. Brain, 117, 1255-1259.
Price, C. J., Moore, C. J., & Frackowiak, R. S. (1996). The effect of varying stimulus rate and duration on brain activity during reading. Neuroimage, 3, 40-42.
Price, C. J., & Devlin, J. T. (2003). The myth of the visual word form area. Neuroimage, 19, 473-481.
Rossion, B., Joyce, C. A.., Cottrell, G. W., & Tarr, M. J. (2003). Early lateralization and orientation tuning for face, word, and object processing in the visual cortex. NeuroImage, 20, 1609-1624.
Rubenstein, H., Lewis, S. S., & Rubenstein, M. A. (1971). Evidence for phonemic recoding in visual word recognition. Journal of Verbal Learning & Verbal Behavior, 10, 645-657.
Seidenberg, M. S. (1985). The time course of phonological code activation in two writing systems. Cognition, 19, 1-30.
Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523-568.
Seidenberg, M. S., Waters, G. S., Sanders, M., & Langer, P. (1984). Pre- and postlexical loci of contextual effects on word recognition. Memory & Cognition, 12, 315-388.
Stone G. O., & Van Orden, G. C. (1993). Strategic control of processing in word recognition. Journal of Experimental Psychology: Human Perception and Performance, 19, 744-774.
Taft, M., & Zhu, X. (1997). Submorphemic processing in reading Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 761-775.
Taft, M., Zhu, X., and Peng, D. (1999). Positional specificity of radicals in Chinese character recognition. Journal of Memory and Language, 40, 498-517.
Tarkiainen, A., Helenius, P., Hansen, P. L., & Salmelin, R. (1999). Dynamics of letter string perception in the human occipitotemporal cortex. Brain, 122, 2119-2131.
Vanhoy, M., & Stone, G. O. (1997). Entropy as a measure of nominal variability. Manuscript submitted for publication.
Van Orden, G. C. (1984). A ROWS is a /ROZ/ is a ROSE: Visual, phonological, developmental and strategic influences upon lexical access. Unpublised doctoral dissertation, University of California at San Diego.
Van Orden, G. C. (1987). A ROWS is a ROSE: Spelling, sound, and reading. Memory and Cognition, 15, 181-198.
Van Orden, G. C., Pennington, B. F., & Stone, G. O. (1990). Word identification in reading and the promise of subsymbolic psyholinguistics. Psychological Review, 97, 488-522.
Wang, W. S-Y. (1973). The Chinese language. Scientific American.
Yeh, S. L., & Li, J. L. (2002). Role of structure and component in judgments of visual similarity of Chinese characters. Journal of Experimental Psychology: Human Perception and Performance, 28, 933-947.
Zhou, X., & Marslen-Wilson, W. (1999). The nature of sublexical processing in reading Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 819-837.

指導教授

李俊仁(Jun-Ren Lee)

審核日期

2006-7-21

推文