语音在汉字语义通达中作用的研究述评

摘要/Abstract

摘要： 语音在汉字语义通达中的作用是二十多年来心理语言学研究的热点之一。直通假设和形音交互假设是学者们主张的理论观点，它们在语音和语义的相互关系上存在分歧，并分别有各自的实验证据。从比较语音语义激活时间进程、同音字效应、神经心理学与脑成像、语音作用的发展转换这四个方面对过去的研究进行回顾，指出了实验范式和实验材料中存在的问题，并提出结合汉字特点进行研究的思路。

关键词: 语音, 语义激活, 实验范式, 实验材料

Abstract: The role of phonology in access to the meaning of Chinese characters has attracted much attention during the past 20 years. Direct-access hypothesis and interactive hypothesis, which differ in the relationship of phonology and meaning, are the two theories adopted by many researchers. The previous studies can be reviewed from 4 aspects: 1) the comparison between the time course of phonological and semantic activation, 2) the effect of homophone, 3) Neuropsychological and brain mapping research, and 4) the developmental transition phenomenon about the role of phonology in the meaning access. Finally, we point out the problems with experimental paradigms and materials of the past studies and propose the necessity to developing new researchs which combining with the characteristic of Chinese characters.

Key words: phonology, semantic activation, paradigm, material

中图分类号:

B842.5

俞林鑫. 语音在汉字语义通达中作用的研究述评[J]. 心理与行为研究, 2014, 12(3): 413-417.

Yu Linxin. The Role of Phonology in the Meaning Access of Chinese Character:A Review[J]. Studies of Psychology and Behavior, 2014, 12(3): 413-417.

参考文献

陈宝国,彭聃龄. (2001). 汉字识别中形音义激活时间进程的研究(Ⅰ). 心理学报,33(1),1-6.
陈宝国,王立新,彭聃龄. (2003). 汉字识别中形音义激活时间进程的研究(Ⅱ). 心理学报, 35(5),576-581.
韩在柱,毕彦超. (2009). 无需语音中介的阅读理解机制:来自一例汉语失语症个案的新证据. 中国科学(C 辑:生命科学), (3), 279-286.
黄健辉,陈烜之. (2000). 中文阅读中的字形与语音加工. 心理学报,32(1),1-6.
彭聃龄,郭德俊,张素兰. (1985). 同一性判断中汉字信息的提取.心理学报,17 (3) ,227-233.
彭聃龄,舒华,陈烜之. (1997).汉语认知研究. 山东:山东教育出版社.139-148.
彭聃龄,徐世勇,丁国盛,李恩中,刘颖. (2003). 汉语单字词音、义加工的脑激活模式. 中国神经科学杂志, 19(5),287-296.
任桂琴,韩玉昌,周永垒,任延涛. (2007). 汉语词汇语音中介效应的眼动研究. 心理科学,30( 2) , 308- 310.
宋华,张厚粲,舒华. (1995). 在中文阅读中字音、字形的作用及其发展转换. 心理学报, 27(2),139-144.
武宁宁,舒华,周晓林,石东方. (1998). 移动窗口条件下语音、字形信息在汉语阅读中的作用. 心理学报, 30(4),154-160.
杨珲,彭聃龄,Perfetti, C.A. 谭力海. (2000).汉字阅读中语音的通达与表征(I)-字水平与亚字水平的语音及其交互作用. 心理学报, 19(5),297-296.
周晓林.(1997). 语义激活中语音的有限作用. 见:彭聃龄,舒华, 陈烜之. 汉语认知研究. 山东教育出版社:159-184.
周晓林,武宁宁,舒华.(1998). 语音与词义激活的相对时间进程:来自儿童发展的证据. 心理科学, 21(6),498-575.
Chua, F. K.(1999). Phonological recoding in Chinese logograph recognition. Journal of Experimental Psychology: Learning, Memory, & Cognition, 25(4), 876-891.
Seidenberg, J.(1991). Does word identification proceed from spelling to sound to meaning? Journal of Experimental Psychology: Gernal, 120 (4), 358-394.
Liu Y., Perfetti C. A., Hart L.(2003). ERP evidence for the time course of graphic, phonological, and semantic information in Chinese meaning and pronunciation decisions. Journal of Experimental Psychology: learning, Memory, & Cognition, 29(6), 1231-1247.
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, & Cognition, 24,101-118.
Perfetti, C. A., & Zhang, S.(1991). Phonological processes in reading Chinese characters. Journal of Experimental Psychology: Learning, Memory, & Cognition, 17 (4), 633-643.
Perfetti, C. A., & Zhang, S.(1995). Very early phonological activation in Chinese reading. Journal of Experimental Psychology: Learning, Memory, & Cognition, 21(1), 24-33.
Siok, W.T., Perfetti, C.A., Jin, Z., & Tan, L.H(2004). Biological abnormality of impaired reading is constrained by culture. Nature, 431, 71-76.
Taft, M., & Graan, F.(1998). Lack of phonological mediation in a semantic categorization task. Journal of Memory and Language, 38,203-224.
Tan, L. H., & Perfetti, C. A.(1997). Visual Chinese character recognition: does phonological information mediate access to meaning? Journal of Memory and Language, 37, 41-57.
Tan, L. H., & Perfetti, C. A.(1999). Phonological activation in visual identification of Chinese two-character words. Journal of Experimental Psychology: Learning, Memory, & Cognition, 25(2), 382-393.
Tan, L. H., Hoosain, R., & Peng, D. L.(1995). Role of early presemantic phonological code in character identification. Journal of Experimental Psychology: Learning, Memory, & Cognition, 21 (1), 43-54.
Tan, L. H., Hoosain, R., & Siok, W. T.(1996). Activation of phonological codes before access to character meaning in written Chinese. Journal of Experimental Psychology: Learning, Memory, & Cognition, 21(1), 43-54.
Wydell, T. K., Patterson K. E., & Humphreys, G. W.(1993). Phonological mediated access to meaning for kanji: is a rows still a rose in Japanese Kanji? Journal of Experimental Psychology: Learning, Memory, & Cognition, 19(3),491-514.
Zhou, X. l., Wilson-William, M.(1999). Phonology, orthography, and semantic activation in reading Chinese. Journal of Memory and Language, 41(4), 579-606.
Zhou, X. L., & Marslen-Wilson, W.(2000). The relative time course of semantic and phonological activation in reading Chinese. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26(5), 1245-1265.

[1]	章玉祉, 高异, 张积家. 义符启动范式下义符语义和语法激活的位置效应[J]. 心理与行为研究, 2021, 19(6): 721-727.
[2]	刘璐, 姜雅梅, 张巧明, 李诸洋. 义符位置与语义透明度对形声字语义激活的影响[J]. 心理与行为研究, 2021, 19(5): 585-591.
[3]	杨雪, 雷江华. 阅读能力对听障大学生语音编码的调节作用[J]. 心理与行为研究, 2021, 19(5): 599-605.
[4]	孔令跃, 张豹. 汉字亚词汇部件语音加工的P200效应[J]. 心理与行为研究, 2020, 18(3): 304-310.
[5]	刘月月, 王瑞明, 李利, 吴礼沐. 非平衡中-英双语者言语产生中非目标语言的语音激活[J]. 心理与行为研究, 2020, 18(1): 39-44.
[6]	潘颖, 邓小平, 林正军, 刘岩. 中国学生英语语音意识与英语阅读成绩关系的元分析[J]. 心理与行为研究, 2019, 17(2): 229-239.
[7]	章玉祉, 张积家. 形声字的语义透明度和结构类型对义符语音激活进程的影响[J]. 心理与行为研究, 2018, 16(5): 612-617.
[8]	伍秋萍, 郑佩芸, 刘相辉. 3-12岁儿童对汉语声、韵、调的意识与早期阅读的关系：基于元分析的证据[J]. 心理与行为研究, 2017, 15(5): 643-653.
[9]	陈琳,周小兵,王雨函. 拼音在中文学习中的作用及加工机制[J]. 心理与行为研究, 2016, 14(5): 715-720.
[10]	刘艳, 陶云, 王晓曦, 马谐, 陈睿, 李思齐2. 发展性阅读障碍与工作记忆损伤研究进展*[J]. 心理与行为研究, 2015, 13(6): 846-852.
[11]	熊建萍，闫国利. 汉语发展性阅读障碍儿童的主要亚类型分析^*[J]. 心理与行为研究, 2014, 12(4): 496-500.
[12]	伍秋萍，郑佩芸，邢滨钰，康洁，郭琎. 语音记忆和视觉记忆在儿童汉语识字能力中同样重要吗？一个元分析综述^*[J]. 心理与行为研究, 2014, 12(4): 501-507.
[13]	杨海波，张雪健，周菘，刘颖，白学军. 语音加工的功能性近红外脑成像研究进展^*[J]. 心理与行为研究, 2014, 12(4): 566-571.
[14]	闻莉. 汉语儿童英语和汉语语音意识对英语单词认读的作用[J]. 心理与行为研究, 2014, 12(2): 193-198.
[15]	董琼，李，虹，伍新春，饶夏溦，朱瑾. 语素意识、语音意识和快速命名在学前儿童言语能力发展中的预测作用:来自追踪研究的证据^*[J]. 心理与行为研究, 2014, 12(2): 207-211.