ABSTRACT

While recent studies find that contextual diversity (CD) is a better determinant of visual word recognition than token frequency, there is a dearth of work comparing contextual diversity and token frequency in developing readers. In two sets of character and lexical decision experiments we examined token frequency and contextual diversity effects for fourth-grade children in Chinese. Experiments 1a and 1b used Chinese characters and words from SUBTLEX-CH. Experiments 2a and 2b used characters and words from a new corpus developed from Chinese primary school textbooks and reading materials from Grade 1 to 4. In both sets of experiments, CD affected character and lexical decision times but token frequency did not. The results are discussed in terms of recent context-based accounts of word learning and lexical processing, and implications are presented for models of skilled and developing reading.

摘要

尽管最近的研究发现，上下文标记（CD）比标记频率是视觉单词识别的更好决定因素，但在发展中的读者中，缺乏比较标记上下文频率和标记多样性的工作。在两组字符和词汇决策实验中，我们研究了汉语四年级儿童的记号频率和语境多样性影响。实验1a和1b使用SUBTLEX-CH的汉字和单词。实验2a和2b使用了从中文小学教科书发展而来的新语料库中的字符和单词以及从1年级到4年级的阅读材料。在这两组实验中，CD都会影响字符和词汇的决策时间，而记号频率却没有。根据最近基于上下文的单词学习和词法处理对结果进行了讨论，