Jinger Pan, Aiping Wang, C. McBride, Jeung-Ryeul Cho, Ming Yan
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引用次数: 3
Abstract
ABSTRACT Purpose The present study tested parafoveal morphological processing during sentence reading with two eye-tracking experiments, making use of an implicit measurement of morphological awareness. In Chinese and Korean, each character form typically corresponds to multiple mental lexicons, leading to morphological ambiguity. Method Using the gaze-contingent boundary paradigm, we manipulated the relation between the homographic parafoveal preview morphemes and the target words in Chinese and Korean, respectively, in two experiments. We tested 57 Chinese and 45 Korean university students. Together with baseline conditions in which the previews were either identical or unrelated to the target, we had two critical conditions in which the homographs shared/did not share the same morphemic meaning (i.e., same morpheme/different morpheme) with the target morpheme. Results Across the two experiments, the differences between the same and different morpheme conditions in a number of eye movement indices were significant, consistently showing that appropriate morpho-semantic information facilitates lexical processing. The different-morpheme previews facilitated the target word processing in Chinese but not in Korean reading. Conclusion These findings suggest that morphemic meanings are activated early on during word recognition in Chinese, a logographic orthography, and Korean Hangul, a phonologically transparent writing system, before the word is fixated upon.
期刊介绍:
This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.