ABSTRACT

Masked priming studies have shown that readers decompose morphologically complex words (read+er). Interindividual differences have been suggested to affect this phenomenon. However, its development is poorly understood. We addressed this issue by taking a longitudinal approach that allows greater rigor in establishing the relationship between grade, reading skill, and morphological priming. A masked priming lexical decision task with suffixed words (kleidchen-KLEID), suffixed nonwords (kleidtum-KLEID), non-suffixed nonwords (kleidekt-KLEID) and unrelated primes (träumerei-KLEID) was administered to 98 children in grade 2, and again in grade 3 and 4 of elementary school. Reading skill was measured at each testing point. Grade and reading skill were associated with distinct patterns of priming: all priming effects increased with reading skill, whereas priming from non-suffixed nonwords decreased with grade. This suggests that the ability to identify stems can be associated with reading skills, while sensitivity to affixes is acquired over grades.

摘要

蒙蔽的启动研究表明，读者可以分解形态复杂的单词（read + er）。已提出个体差异会影响这一现象。但是，对其发展知之甚少。我们通过采用纵向方法解决了这个问题，该方法可以更严格地建立年级，阅读技巧和形态学启动之间的关系。带后缀词（kleidchen-KLEID），带后缀非词（kleidtum-KLEID），不带后缀非词（kleidekt-KLEID）和无关素数（träumerei-KLEID）的掩蔽式启动词法决策任务）分别应用于98年级的2年级和3年级和4年级的儿童。在每个测试点测量阅读技巧。成绩和阅读技巧与不同的启动方式相关：所有的启动效果都随阅读技巧而增加，而来自未带后缀的非单词的启动会随着等级而降低。这表明，识别词干的能力可能与阅读技能有关，而对词缀的敏感性则随年级而提高。