间距和语义对阅读障碍儿童拥挤效应的影响

心理与行为研究 ›› 2020, Vol. 18 ›› Issue (4): 510-516.

间距和语义对阅读障碍儿童拥挤效应的影响

孟红霞¹, 白学军^2,3,4, 谭珂⁵, 杨宇³

1. 天津外国语大学通识教育学院，天津 300204;
2. 教育部人文社会科学重点研究基地天津师范大学心理与行为研究院，天津 300387;
3. 天津师范大学心理学部，天津 300387;
4. 学生心理发展与学习天津市高校社会科学实验室，天津 300387;
5. 天津商业大学法学院，天津 300134

收稿日期:2019-10-14 出版日期:2020-07-20 发布日期:2020-10-21
通讯作者: 白学军，E-mail：baixuejun@tjnu.edu.cn
基金资助:
全国教育科学规划项目（CBA150152）

Effects of Gap and Semantics on Crowding Effects in Children with Dyslexia

MENG Hongxia¹, BAI Xuejun^2,3,4, TAN Ke⁵, YANG Yu³

1. School of General Education, Tianjin Foreign Studies University, Tianjin 300204;
2. Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300387;
3. Faculty of Psychology, Tianjin Normal University, Tianjin 300387;
4. Tianjin Social Science Laboratory of Students’ Mental Development and Learning, Tianjin 300387;
5. School of Law, Tianjin University of Commerce, Tianjin 300134

Received:2019-10-14 Online:2020-07-20 Published:2020-10-21

摘要/Abstract

摘要： 以14名阅读障碍儿童以及与其年龄和阅读水平相匹配的儿童为实验对象，考察了间距和语义对阅读障碍儿童拥挤效应的影响。结果发现阅读障碍儿童受拥挤效应的影响显著大于正常儿童，表明阅读障碍存在视觉加工缺陷；间距和语义均影响阅读障碍儿童的拥挤效应，表明影响阅读障碍儿童拥挤效应的因素既有刺激的低水平视觉特征，也有高水平语言信息；间距与阅读障碍儿童拥挤效应的关系呈U型。

关键词: 拥挤效应, 阅读障碍, 间距, 语义

Abstract: In the present study, 14 Chinese children with developmental dyslexia and 32 Chinese children that were matched with their age and reading level were selected to investigate the effects of gap and semantic information on the crowding effect of Chinese dyslexic children. The results showed that Chinese dyslexic children were more significantly affected by crowding effects than normal children, indicating that Chinese children with developmental dyslexia had visual processing deficits. Gap and semantic information influenced the crowding effect of Chinese children with developmental dyslexia, indicating that both low-level visual features and high-level linguistic information affect the size of the crowding effect, and the relationship between gap and crowding effect of Chinese children with developmental dyslexia may be U-shaped.

Key words: crowding effect, developmental dyslexia, gap, semantic information

中图分类号:

B844

孟红霞, 白学军, 谭珂, 杨宇. 间距和语义对阅读障碍儿童拥挤效应的影响[J]. 心理与行为研究, 2020, 18(4): 510-516.

MENG Hongxia, BAI Xuejun, TAN Ke, YANG Yu. Effects of Gap and Semantics on Crowding Effects in Children with Dyslexia[J]. Studies of Psychology and Behavior, 2020, 18(4): 510-516.

参考文献

郭志英. (2016). 汉语发展性阅读障碍儿童视觉拥挤效应的研究(博士学位论文). 天津师范大学.
宋星. (2016). 字号和字间距对发展性阅读障碍儿童句子阅读的影响(硕士学位论文). 天津师范大学.
王晓辰, 李其维, 李清. (2011). 小学汉语阅读障碍儿童的PASS认知加工特点. 心理发展与教育, 27(6), 569-576
王孝玲, 陶保平. (1996). 小学生识字量测试题库及评价量表. 上海: 上海教育出版社.
薛锦, 陆建平, 杨剑锋, 舒华. (2008). 规则性、语音意识、语义对汉语阅读障碍者阅读的影响. 中国特殊教育, (11), 44-49, doi: 10.3969/j.issn.1007-3728.2008.11.009
Cai, Q., & Brysbaert, M. (2010). SUBTLEX-CH: Chinese word and character frequencies based on film subtitles. PLoS One, 5(6), e10729, doi: 10.1371/journal.pone.0010729.
Chicherov, V., Plomp, G., & Herzog, M. H. (2014). Neural correlates of visual crowding. NeuroImage, 93, 23-31, doi: 10.1016/j.neuroimage.2014.02.021.
Denckla, M. B., & Rudel, R. (1974). Rapid “automatized” naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10(2), 186-202, doi: 10.1016/S0010-9452(74)80009-2.
Franceschini, S., Gori, S., Ruffino, M., Pedrolli, K., & Facoetti, A. (2012). A causal link between visual spatial attention and reading acquisition. Current Biology, 22(9), 814-819, doi: 10.1016/j.cub.2012.03.013.
Gori, S., & Facoetti, A. (2015). How the visual aspects can be crucial in reading acquisition: The intriguing case of crowding and developmental dyslexia. Journal of Vision, 15(1), 8, doi: 10.1167/15.1.8.
Hakvoort, B., van den Boer, M., Leenaars, T., Bos, P., & Tijms, J. (2017). Improvements in reading accuracy as a result of increased interletter spacing are not specific to children with dyslexia. Journal of Experimental Child Psychology, 164, 101-116, doi: 10.1016/j.jecp.2017.07.010.
Joo, S. J., White, A. L., Strodtman, D. J., & Yeatman, J. D. (2018). Optimizing text for an individual’s visual system: The contribution of visual crowding to reading difficulties. Cortex, 103, 291-301, doi: 10.1016/j.cortex.2018.03.013.
Li, L. P., & Wu, X. C. (2015). Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from grades 2 to 4. PLoS One, 10(3), e0114417, doi: 10.1371/journal.pone.0114417.
Li, X. S., Rayner, K., & Cave, R. K. (2009). On the segmentation of Chinese words during reading. Cognitive Psychology, 58(4), 525-552, doi: 10.1016/j.cogpsych.2009.02.003.
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14, doi: 10.1007/s11881-003-0001-9.
Martelli, M., Di Filippo, G., Spinelli, D., & Zoccolotti, P. (2009). Crowding, reading, and developmental dyslexia. Journal of Vision, 9(4), 14, doi: 10.1167/9.4.14.
Shu, H., Meng, X. Z., Chen, X., Luan, H., & Cao, F. (2005). The subtypes of developmental dyslexia in Chinese: Evidence from three cases. Dyslexia, 11(4), 311-329, doi: 10.1002/dys.310.
Slattery, T. J., Yates, M., & Angele, B. (2016). Interword and interletter spacing effects during reading revisited: Interactions with word and font characteristics. Journal of Experimental Psychology: Applied, 22(4), 406-422, doi: 10.1037/xap0000104.
Snowling, M. J. (2001). From language to reading and dyslexia. Dyslexia, 7(1), 37-46, doi: 10.1002/dys.185.
Whitney, D., & Levi, D. M. (2011). Visual crowding: A fundamental limit on conscious perception and object recognition. Trends in Cognitive Sciences, 15(4), 160-168, doi: 10.1016/j.tics.2011.02.005.
Yeh, S. L., He, S., & Cavanagh, P. (2012). Semantic priming from crowded words. Psychological Science, 23(6), 608-616, doi: 10.1177/0956797611434746.
Zhang, J. Y., Zhang, T., Xue, F., Liu, L., & Yu, C. (2009). Legibility of Chinese characters in peripheral vision and the top-down influences on crowding. Vision Research, 49(1), 44-53, doi: 10.1016/j.visres.2008.09.021.
Zhou, J. F., Lee, C. L., Li, K. A., Tien, Y. H., & Yeh, S. L. (2016). Does temporal integration occur for unrecognizable words in visual crowding? PLoS One, 11(2), e0149355, doi: 10.1371/journal.pone.0149355.

[1]	金丽, 吴凤娟, 冷英. 语义关联性对重复知盲效应的影响：来自汉语成语的证据[J]. 心理与行为研究, 2022, 20(4): 457-463.
[2]	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.
[3]	梁菲菲, 向颖, 武浩, 韩洋. 汉语发展性阅读障碍小学生词边界划分的发展研究[J]. 心理与行为研究, 2021, 19(6): 757-763.
[4]	朱欢, 谢肖蔚, 戴喆如, 唐小雅, 臧健, 吴娇, 臧学莲. 基于汉字搜索的情景线索效应研究[J]. 心理与行为研究, 2021, 19(5): 577-584.
[5]	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.
[6]	范奕敏, 张湘琳, 曹玉卿, 李虹. 小学生阅读障碍行为筛查家长问卷的编制及信效度检验[J]. 心理与行为研究, 2021, 19(4): 521-527.
[7]	齐冰, 李秋莹, 李雨薇, 宋耀武. 认知越灵活，句子理解越快?[J]. 心理与行为研究, 2020, 18(5): 577-582.
[8]	俞锦旺, 孟珠, 秦钊, 邓志洲, 赵绍晨, 闫国利. 中文词汇加工过程中的无关言语效应[J]. 心理与行为研究, 2020, 18(5): 611-617.
[9]	肖凤, 丁宁, 郭晶晶. 语义通达对语言标识效应产生的必要作用[J]. 心理与行为研究, 2020, 18(3): 318-324.
[10]	杨宇, 马杰, 谭珂, 张明哲, 白学军. 汉语发展性阅读障碍儿童的快速命名缺陷[J]. 心理与行为研究, 2019, 17(5): 652-661.
[11]	张李斌, 张丽, 冯廷勇. 发展性计算障碍儿童的数感缺陷[J]. 心理与行为研究, 2019, 17(4): 512-519.
[12]	康廷虎, 吴晨静. 情景间语义关系对语义关联判断的影响[J]. 心理与行为研究, 2019, 17(1): 1-7.
[13]	杨海波, 牛丽丽, 尹莎莎, 白学军. 视觉工作记忆中非语义编码信息对注意捕获的影响：来自ERPs的证据[J]. 心理与行为研究, 2019, 17(1): 8-14.
[14]	季雨竹, 张逸玮, 毕鸿燕. 汉语发展性阅读障碍儿童的视觉大细胞-背侧通路功能[J]. 心理与行为研究, 2018, 16(5): 577-582.
[15]	张曼莉, 孟祥芝, 郑小蓓. 中文阅读障碍儿童的时间加工缺陷:来自知觉学习干预研究的证据[J]. 心理与行为研究, 2018, 16(5): 583-593,623.