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

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：109

、訪客IP：18.216.250.143

姓名

黃妤真(Yu-Chen Huang) 查詢紙本館藏

畢業系所

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)

相關論文

★ 表音一致性、聲旁結合度對中文閱讀的影響	★ 意旁結合度、意旁表意透明度對中文閱讀的影響
★ 中文名詞動詞的具體效果的神經相關活動	★ 左右半腦如何運用脈絡訊息：以分類詞與名詞意義整合中限定性與預測性效果來探討
★ 閱讀效能在中文字辨認的視覺擁擠效應之影響	★ 語境多樣性與語意多樣性對中文字詞辨識影響之事件相關電位研究

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

參考文獻

Apel, K. (2011). What is orthographic knowledge? Lang Speech Hear Serv Sch, 42(4), 592-603.
Badre, David, Poldrack, Russell A., Paré-Blagoev, E. Juliana, Insler, Rachel Z., & Wagner, Anthony D. (2005). Dissociable Controlled Retrieval and Generalized Selection Mechanisms in Ventrolateral Prefrontal Cortex. Neuron, 47(6), 907-918.
Bentin, S. (1987). Event-related potentials, semantic processes, and expectancy factors in word recognition. Brain and Language, 31(2), 308-327.
Bentin, S., McCarthy, G., & Wood, C. C. (1985). Event-related potentials, lexical decision and semantic priming. Electroencephalogr Clin Neurophysiol, 60(4), 343-355.
Bentin, S., Mouchetant-Rostaing, Y., Giard, M. H., Echallier, J. F., & Pernier, J. (1999). ERP manifestations of processing printed words at different psycholinguistic levels: time course and scalp distribution. J Cogn Neurosci, 11(3), 235-260.
Chen, Y. P., Allport, D. A., & Marshall, J. C. (1996). What Are the Functional Orthographic Units in Chinese Word Recognition: The Stroke or the Stroke Pattern? Quarterly Journal of Experimental Psychology: Section A, 49(4), 1024-1043.
Chung, Kevin K. H., Tong, Xiuhong, & McBride-Chang, Catherine. (2012). Evidence for a deficit in orthographic structure processing in Chinese developmental dyslexia: An event-related potential study. Brain Research, 1472(0), 20-31.
Coch, Donna, & Holcomb, Phillip J. (2003). The N400 in beginning readers. Developmental psychobiology, 43(2), 146-166.
Coch, Donna, & Mitra, Priya. (2010). Word and pseudoword superiority effects reflected in the ERP waveform. Brain research, 1329, 159.
Coch, Donna, Mitra, Priya, & George, Elyse. (2012). Behavioral and ERP evidence of word and pseudoword superiority effects in 7-and 11-year-olds. Brain research.
Coltheart, Max, Rastle, Kathleen, Perry, Conrad, Langdon, Robyn, & Ziegler, Johannes. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204-256.
Cowan, Nelson, Day, Linda, Saults, J. Scott, Keller, Tim A., Johnson, Tom, & Flores, Luis. (1992). The role of verbal output time in the effects of word length on immediate memory. Journal of Memory and Language, 31(1), 1-17.
Ding, G., Peng, D., & Taft, M. (2004). The nature of the mental representation of radicals in Chinese: a priming study. J Exp Psychol Learn Mem Cogn, 30(2), 530-539.
Doyle, Michael C., Rugg, Michael D., & Wells, Tony. (1996). A comparison of the electrophysiological effects of formal and repetition priming. Psychophysiology, 33(2), 132-147.
Dronkers, Nina F., Wilkins, David P., Van Valin Jr, Robert D., Redfern, Brenda B., & Jaeger, Jeri J. (2004). Lesion analysis of the brain areas involved in language comprehension. Cognition, 92(1–2), 145-177.
Fang, Sheng-Ping, Horng, Ruey-Yun, & Tzeng, Ovid JL. (1986). Consistency effects in the Chinese character and pseudo-character naming tasks. Linguistics, psychology, and the Chinese language, Ed. by H. S. R. Kao and R. Hoosain, 11-21.
Feldman, L. B., & Siok, W. W. (1997). The role of component function in visual recognition of Chinese characters. J Exp Psychol Learn Mem Cogn, 23(3), 776-781.
Feldman, Laurie Beth, & Siok, Witina WT. (1999). Semantic radicals contribute to the visual identification of Chinese characters. Journal of Memory and Language, 40(4), 559-576.
Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographical depth: a multilingual comparison. J Exp Psychol Hum Percept Perform, 13(1), 104-115.
Goswami, Usha, Gombert, Jean Emile, & de Barrera, Lucia Fraca. (1998). Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish. Applied Psycholinguistics, 19(01), 19-52.
Grainger, Jonathan. (2008). Cracking the orthographic code: An introduction. Language and Cognitive Processes, 23(1), 1-35.
Grainger, Jonathan, & Holcomb, Phillip J. (2009). Watching the Word Go by: On the Time-course of Component Processes in Visual Word Recognition. Language and Linguistics Compass, 3(1), 128-156.
Grainger, Jonathan, & Jacobs, Arthur M. (1994). A dual read-out model of word context effects in letter perception: Further investigations of the word superiority effect. Journal of Experimental Psychology: Human Perception and Performance, 20(6), 1158-1176.
Grainger, Jonathan, & Jacobs, Arthur M. (1996). Orthographic processing in visual word recognition: A multiple read-out model. Psychological Review, 103(3), 518-565.
Grossi, Giordana, Coch, Donna, Neville, Helen J., Coffey-Corina, Sharon, & Holcomb, Phillip J. (2001). Phonological Processing in Visual Rhyming: A Developmental ERP Study. Journal of Cognitive Neuroscience, 13(5), 610.
Ho, Connie Suk-Han, & Bryant, Peter. (1997). Learning to Read Chinese Beyond the Logographic Phase. Reading Research Quarterly, 32(3), 276-289.
Holcomb, P. J. (1988). Automatic and attentional processing: An event-related brain potential analysis of semantic priming. Brain and Language, 35(1), 66-85.

Holcomb, P. J. (1993). Semantic priming and stimulus degradation: Implications for the role of the N400 in language processing. Psychophysiology, 30(1), 47-61.
Holcomb, P. J., Grainger, J., & O’Rourke, T. (2002). An electrophysiological study of the effects of orthographic neighborhood size on printed word perception. J Cogn Neurosci, 14(6), 938-950.
Holcomb, P. J., & McPherson, W. B. (1994). Event-Related Brain Potentials Reflect Semantic Priming in an Object Decision Task. Brain and Cognition, 24(2), 259-276.
Holcomb, Phillip J., Coffey, Sharon A., & Neville, Helen J. (1992). Visual and auditory sentence processing: A developmental analysis using event‐related brain potentials. Developmental Neuropsychology, 8(2-3), 203-241.
Holcomb, Phillip J., & Neville, Helen J. (1990). Auditory and Visual Semantic Priming in Lexical Decision: A Comparison Using Event-related Brain Potentials. Language and Cognitive Processes, 5(4), 281-312.
Hsiao, Janet Hui-wen, & Shillcock, Richard. (2006). Analysis of a Chinese phonetic compound database: Implications for orthographic processing. Journal of psycholinguistic research, 35(5), 405-426.
Hsu, Chun-Hsien, Tsai, Jie-Li, Lee, Chia-Ying, & Tzeng, Ovid J. L. (2009). Orthographic combinability and phonological consistency effects in reading Chinese phonograms: An event-related potential study. Brain and Language, 108(1), 56-66.
Huang, Chih-Ying, Lee, Chia-Ying, Huang, Hsu-Wen, & Chou, Chia-Ju. (2011). Number of sense effects of Chinese disyllabic compounds in the two hemispheres. Brain and Language, 119(2), 99-109.

Huang, Hsu-Wen, Lee, Chia-Ying, Tsai, Jie-Li, & Tzeng, Ovid J. L. (2011). Sublexical ambiguity effect in reading Chinese disyllabic compounds. Brain and Language, 117(2), 77-87.
Hue, C. W. (2003). Number of characters a college student knows. 31, 300-339.

Jared, Debra. (2002). Spelling-Sound Consistency and Regularity Effects in Word Naming. Journal of Memory and Language, 46(4), 723-750.

Jared, Debra, McRae, Ken, & Seidenberg, Mark S. (1990). The basis of consistency effects in word naming. Journal of Memory and Language, 29(6), 687-715.
Katz, Leonard, & Frost, Ram. (1992a). Orthography, Phonology, Morphology, and Meaning: An Overview. In F. Ram & K. Leonard (Eds.), Advances in Psychology (Vol. Volume 94, pp. 1-8): North-Holland.
Katz, Leonard, & Frost, Ram. (1992b). The Reading Process is Different for Different Orthographies: The Orthographic Depth Hypothesis. In F. Ram & K. Leonard (Eds.), Advances in Psychology (Vol. Volume 94, pp. 67-84): North-Holland.
Kutas, Marta, & Federmeier, Kara D. (2011). Thirty years and counting: finding meaning in the N400 component of the event-related brain potential (ERP). Annual review of psychology, 62, 621-647.
Kutas, Marta, & Hillyard, Steven A. (1984). Brain potentials during reading reflect word expectancy and semantic association. Nature, 307(5947), 161-163.
Kutas, Marta, & Hillyard, Steven A. (1980). Reading Senseless Sentences: Brain Potentials Reflect Semantic Incongruity. Science, 207(4427), 203-205.
Kutas, Marta, Lindamood, Timothy E, & Hillyard, Steven A. (1984). Word expectancy and event-related brain potentials during sentence processing. Preparatory states and processes, 217-237.
Kutas, Marta, & Van Petten, C. (1994). Psycholinguistics electrified. Handbook of psycholinguistics, 83-143.
Laszlo, S., & Federmeier, K. D. (2009). A Beautiful Day in the Neighborhood: An Event-Related Potential Study of Lexical Relationships and Prediction in Context. J Mem Lang, 61(3), 326-338.
Laszlo, S., & Federmeier, K. D. (2010). The N400 as a snapshot of interactive processing: Evidence from regression analyses of orthographic neighbor and lexical associate effects. Psychophysiology.
Lau, Ellen F., Phillips, Colin, & Poeppel, David. (2008). A cortical network for semantics: (de)constructing the N400. Nat Rev Neurosci, 9(12), 920-933.
Leck, K. J., Weekes, B. S., & Chen, M. J. (1995). Visual and phonological pathways to the lexicon: Evidence from Chinese readers. Memory & Cognition, 23(4), 468-476.
Lee, Chia-Ying. (2009). The cognitive and neural basis for learning to read Chinese. Journal of Basic Education, 18(2), 63-85.
Lee, Chia-Ying, Tsai, Jie-Li, Chan, Wen-Hsuan, Hsu, Chun-Hsien, Hung, Daisy L, & Tzeng, Ovid JL. (2007). Temporal dynamics of the consistency effect in reading Chinese: an event-related potentials study. Neuroreport, 18(2), 147-151.
Lee, Chia-Ying, Tsai, Jie-Li, Su, Erica Chung-I, Tzeng, Ovid JL, & Hung, Daisy L. (2005). Consistency, Regularity, and Frequency Effects in Naming Chinese Characters. Language and linguistics, 6.1, 75-107.
Lo, M., Hue, C. W., & Tsai, F.Z. (2007). Chinese readers’ knowledge of how Chinese orthography represents phonology. Chinese Journal of Psychology, 49(4), 315-334.
Maurer, U., Brandeis, D., & McCandliss, B. D. (2005). Fast, visual specialization for reading in English revealed by the topography of the N170 ERP response. Behav Brain Funct, 1, 13.
Maurer, U., Brem, Silvia, Bucher, Kerstin, & Brandeis, Daniel. (2005). Emerging Neurophysiological Specialization for Letter Strings. Journal of Cognitive Neuroscience, 17(10), 1532-1552.
Maurer, U., Brem, Silvia, Kranz, Felicitas, Bucher, Kerstin, Benz, Rosmarie, Halder, Pascal, . . . Brandeis, Daniel. (2006). Coarse neural tuning for print peaks when children learn to read. NeuroImage, 33(2), 749-758.
Petten, Cyma, & Kutas, Marta. (1991). Influences of semantic and syntactic context on open- and closed-class words. Memory & Cognition, 19(1), 95-112.
Rack, John P., Snowling, Margaret J., & Olson, Richard K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27(1), 28-53.
Rayner, Keith, & Duffy, Susana. (1986). Lexical complexity and fixation times in reading: Effects of word frequency, verb complexity, and lexical ambiguity. Memory & Cognition, 14(3), 191-201.
Rayner, Keith, Foorman, Barbara R., Perfetti, Charles A., Pesetsky, David, & Seidenberg, Mark S. (2001). How Psychological Science Informs the Teaching of Reading. Psychological Science in the Public Interest, 2(2), 31-74.
Rugg, Michael D. (1984). Event-related potentials and the phonological processing of words and non-words. Neuropsychologia, 22(4), 435-443.
Sauseng, Paul, Bergmann, Jürgen, & Wimmer, Heinz. (2004). When does the brain register deviances from standard word spellings?—An ERP study. Cognitive Brain Research, 20(3), 529-532.
Seidenberg, Mark S., Waters, Gloria S., Barnes, Marcia A., & Tanenhaus, Michael K. (1984). When does irregular spelling or pronunciation influence word recognition? Journal of Verbal Learning and Verbal Behavior, 23(3), 383-404.
Seymour, P. H., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. Br J Psychol, 94(Pt 2), 143-174.
Shu, Hua, Anderson, Richard C., & Wu, Ningning. (2000). Phonetic awareness: Knowledge of orthography–phonology relationships in the character acquisition of Chinese children. Journal of Educational Psychology, 92(1), 56-62.
Stanovich, Keith. (1980). Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency. Reading Research Quarterly, 16(1).
Stuss, D. T., Picton, T. W., & Cerri, A. M. (1986). Searching for the Names of Pictures: An Event-Related Potential Study. Psychophysiology, 23(2), 215-223.
Su, I-Fan, Mak, Sin-Ching Cassie, Cheung, Lai-Ying Milly, & Law, Sam-Po. (2012). Taking a radical position: evidence for position-specific radical representations in Chinese character recognition using masked priming ERP. Frontiers in psychology, 3.
Taft, Marcus, & Zhu, Xiaoping. (1997). Submorphemic processing in reading Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(3), 761-775.
Thompson-Schill, Sharon L., D’Esposito, Mark, & Kan, Irene P. (1999). Effects of Repetition and Competition on Activity in Left Prefrontal Cortex during Word Generation. Neuron, 23(3), 513-522.
Tsai, Jie-Li, Lee, Chia-Ying, Tzeng, Ovid JL, Hung, Daisy L, & Yen, Nai-Shing. (2004). Use of phonological codes for Chinese characters: Evidence from processing of parafoveal preview when reading sentences. Brain and Language, 91(2), 235-244.
Van Petten, C. (1995). Words and sentences: Event‐related brain potential measures. Psychophysiology, 32(6), 511-525.
Van Petten, C., & Kutas, Marta. (1990). Interactions between sentence context and word frequency in event-related brain potentials. Memory & Cognition, 18(4), 380-393.
Vitevitch, Michael S., & Luce, Paul A. (1999). Probabilistic Phonotactics and Neighborhood Activation in Spoken Word Recognition. Journal of Memory and Language, 40(3), 374-408.
Wagner, Anthony D., Paré-Blagoev, E. Juliana, Clark, Jill, & Poldrack, Russell A. (2001). Recovering Meaning: Left Prefrontal Cortex Guides Controlled Semantic Retrieval. Neuron, 31(2), 329-338.
West, W. Caroline, & Holcomb, Phillip J. (2000). Imaginal, Semantic, and Surface-Level Processing of Concrete and Abstract Words: An Electrophysiological Investigation. Journal of Cognitive Neuroscience, 12(6), 1024-1037.
Wolf, Maryanne, & Katzir-Cohen, Tami. (2001). Reading Fluency and Its Intervention. Scientific Studies of Reading, 5(3), 211-239.
Woodcock, Richard W. (1998). Woodcock reading mastery tests, revised: American Guidance Service Circle Pines, MN.
Yeh, S. L., & Li, J. L. (2004). Sublexical processing in visual recognition of Chinese characters: evidence from repetition blindness for subcharacter components. Brain Lang, 88(1), 47-53.
Ziegler, Johannes C, & Goswami, Usha. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological bulletin, 131(1), 3.
Ziegler, Johannes C., Besson, Mireille, Jacobs, Arthur M., Nazir, Tatjana A., & Carr, Thomas H. (1997). Word, pseudoword, and nonword processing: A multitask comparison using event-related brain. Journal of Cognitive Neuroscience, 9(6), 758.
王瓊珠, 洪儷瑜, 張郁雯, & 陳秀芬. (2008). 一到九年級學生國字識字量發展. 教育心理學報.
吳宜貞, & 黃秀霜. (2004). 由中文造字原則探討學童認字發展. 教育心理學報, 36(1), 1-12.
教育部. (2002). 國小學童常用字詞調查報告書: 教育部國語推行委員會.
陳美珍, & 魏克斯布蘭丹. (2004). Effects of Semantic Radicals on Chinese Character Categorization and character Decision. [漢字意旁對漢定歸類與決定的效果]. 中華心理學刊, 46(2&3), 181-196.
陳榮華. (1997). 魏氏兒童智力量表第三版 (中文版) 指導手冊. 台北: 中國行為科學社.
陸莉, & 劉鴻香. (1994). 修訂畢保德圖畫詞彙測驗. 台北: 心理.
曾世杰, 張毓仁, 簡淑真, & 林彥同. (2011). 快速自動化唸名測驗. 中國行為科學社.
曾世杰, 陳淑麗, & 謝燕嬌. (1999). 聲韻覺識測驗. 臺北市: 國家科學委員會, 教育部特殊教育工作小組.
曾郁琳, & 李佳穎. (2012). 國小學童習得中文形音對應一致性的發展性研究. [The Developmental Trajectories of Orthography-to-Phonology Mapping Consistency in Learning to Read Chinese]. 當代教育研究季刊, 20(4), 45-84.
程友壽. (民78). 中國文字學述要(第四版). 台北: 書桓.
黃秀霜. (2001). 中文年級認字量表. 台北: 心理.
鄭盈吟. (2006). 意旁結合度, 意旁表意透明度對中文閱讀的影響. 中央大學認知與神經科學研究所學位論文, 1-84.

指導教授

李佳穎(Chia-Ying Lee)

審核日期

2013-12-26

推文