Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Compared with hearing readers, orthographic information and phonological information may play different roles in the word recognition process for hearing-impaired readers. As a communication mode for hearing-impaired readers, sign language may also affect their word recognition process. A large number of studies have examined the activation of orthographic representation, phonological representation, and sign language representation during visual word recognition in hearing-impaired readers. Previous studies have found that hearing-impaired readers could activate stable orthographic representations, but there were inconsistent results in the activation of phonological representations, whereas studies on hearing-impaired readers who primarily use sign language have found that they can activate stable sign language representations. Hearing-impaired readers grow up in a complex language environment, which leads to great individual differences in language experience and reading ability. However, previous works have not clearly identified the effect of language experience and reading ability on the cognitive mechanism of reading in hearing-impaired readers. Continuous attention to this problem will help to provide a reference to guide reading instruction for hearing-impaired readers. This study conducted two semantically related decision tasks to investigate the activation of orthographic, phonological, and sign language representations during Chinese visual word recognition in hearing-impaired college students. Orthographic and phonological representations play an important role in word recognition for hearing readers, but sign language representations are a phenomenon unique to deaf readers. In the current study we investigated the activation of orthographic and phonological representation in Experiment 1 and the activation of sign language representation in Experiment2. To investigate the effects of individual differences, according to their language experience and reading fluency, hearing-impaired college students were divided into deaf college students with oral language experience and higher reading ability (Skilled Oral Deaf, SOD), deaf college students with sign language experience but higher reading ability (Skilled Sign Deaf, SSD), and deaf college students with sign language experience and lower reading ability (Less-Skilled Sign Deaf, LSSD). The results of Experiment 1 showed that (a) hearing students showed a stable orthographic interference effect, whereas the phonological interference effect was weak. (b) The SOD group and the SSD group showed similar performance. Both showed a stable orthographic interference effect but did not show a significant phonological interference effect. (c) The SSD group and the LSSD group showed similar performance. Both groups showed a stable orthographic interference effect but did not show a phonological interference effect. Experiment 2 found that (a) hearing students did not show a sign language interference effect. (b) The SOD group and the SSD group differed in performance. The SSD group exhibited a sign language interference effect, whereas this effect was absent in the SOD group. (c) The SSD group performed similarly to the LSSD group. Both groups showed a stable sign language interference effect. Taken together, the following conclusions were drawn from the two studies: (a) after controlling for reading ability, language experience affected Chinese lexical recognition in deaf college students; lexical representation of oral deaf college students was similar to that of hearing readers., orthographic representations were mainly activated; and the activation of phonological and sign language representations was weak. Deaf college students who used sign language developed a unique cognitive mechanism, and they activated stable orthographic and sign language representations during visual word recognition. (b) After controlling for language experience, reading ability did not affect lexical representation during Chinese word recognition in hearing-impaired college students. (c) Based on the results of this study, combined with the representation and processing models of Chinese word recognition, we attempted to construct a cognitive model of Chinese word recognition for hearing-impaired college readers.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Understanding the cognitive mechanisms underlying word segmentation has been an important focus for research on Chinese reading. Previous research shows that Chinese readers can identify words very efficiently even though the Chinese script does not use spaces between words or other visual cues to demarcate word boundaries. One possibility is that Chinese readers can make use of their knowledge of the positional frequency of characters (i.e., how often they are used as the first or second character in words) to facilitate the word segmentation and recognition. Nevertheless, this potential role for position frequency remains controversial. Accordingly, with the present research we used the lexical decision task and eye movements during reading to investigate the use of positional frequency information about the first and second character of two-character words in both visual word recognition and reading. Four experiments were conducted to explore the effects of character positional frequency. In Experiments 1a and 1b, we manipulated both first and second character positional frequency (high vs. low) for target words that were of either high or low lexical frequency. Sixty college students were instructed to perform visual lexical decision tasks on words and pseudo-words. In Experiment 2a and 2b, we used measures of eye movements to investigate the use of character positional frequency in natural sentence reading. Sixty college students were required to read sentences while their eye movements were recorded using an EyeLink 1000 eye-tracker (sampling rate = 1000 Hz). The results of Experiments 1a and 1b revealed an effect of first character positional frequency in both the accuracy and latency of lexical decisions only for target words with low lexical frequency, and no effect of second character positional frequency regardless of the lexical frequency of the target word. The results of Experiment 2a and 2b showed a clear effect of first character position frequency on reading times (gaze duration, regression path reading time, and total reading time) for target words of low lexical frequency only, and no effect of second character positional frequency for either high or low frequency target words. Participants made shorter response times and fixation duration in high character positional frequency condition than in low character positional frequency condition for target words with low lexical frequency. In sum, findings from both the lexical decision task and measures of eye movements in reading reveal a privileged role for first character positional frequency as a cue to word segmentation and recognition. However, this influence of character positional frequency depends on word frequency, and is only observed for words of lower lexical frequency. We argue that these findings support the augmented addressed morphology model theory of Chinese word recognition, and can help inform the development of a model of character positional processing model in Chinese reading.
Subjects: Psychology >> Cognitive Psychology submitted time 2022-12-29
Abstract：
Compared with hearing readers, orthographic information and phonological information may play different roles in the word recognition process for hearingimpaired readers. As a communication mode for hearing-impaired readers, sign language may also affect their word recognition process. Alarge number of studies have examined the activation of orthographic representation, phonological representation, and sign language representation during visual word recognition in hearing-impaired readers. Previous studies have found that hearing-impaired readers could activate stable orthographic representations, but there were inconsistent results in the activation of phonological representations, whereas studies on hearing-impaired readers who primarily use sign language have found that they can activate stable sign language representations. Hearing-impaired readers grow up in a complex language environment, which leads to great individual differences in language experience and reading ability. However, previous works have not clearly identified the effect of language experience and reading ability on the cognitive mechanism of reading in hearing-impaired readers. Continuous attention to this problem will help to provide a reference to guide reading instruction for hearing-impaired readers. This study conducted two semantically related decision tasks to investigate the activation of orthographic, phonological, and sign language representations during Chinese visual word recognition in hearing-impaired college students. Orthographic and phonological representations play an important role in word recognition for hearing readers, but sign language representations are a phenomenon unique to deaf readers. In the current study we investigated the activation of orthographic and phonological representation in Experiment 1 and the activation of sign language representation in Experiment2. To investigate the effects of individual differences, according to their language experience and reading fluency, hearing-impaired college students were divided into deaf college students with oral language experience and higher reading ability (Skilled Oral Deaf, SOD), deaf college students with sign language experience but higher reading ability (Skilled Sign Deaf, SSD), and deaf college students with sign language experience and lower reading ability (Less-Skilled Sign Deaf, LSSD). The results of Experiment 1 showed that (a) hearing students showed a stable orthographic interference effect, whereas the phonological interference effect was weak. (b) The SOD group and the SSD group showed similar performance. Both showed a stable orthographic interference effect but did not show a significant phonological interference effect. (c) The SSD group and the LSSD group showed similar performance. Both groups showed a stable orthographic interference effect but did not show a phonological interference effect. Experiment 2 found that (a) hearing students did not show a sign language interference effect. (b) The SOD group and the SSD group differed in performance. The SSD group exhibited a sign language interference effect, whereas this effect was absent in the SOD group. (c) The SSD group performed similarly to the LSSD group. Both groups showed a stable sign language interference effect. Taken together, the following conclusions were drawn from the two studies: (a) after controlling for reading ability, language experience affected Chinese lexical recognition in deaf college students; lexical representation of oral deaf college students was similar to that of hearing readers., orthographic representations were mainly activated; and the activation of phonological and sign language representations was weak. Deaf college students who used sign language developed a unique cognitive mechanism, and they activated stable orthographic and sign language representations during visual word recognition. (b) After controlling for language experience, reading ability did not affect lexical representation during Chinese word recognition in hearingimpaired college students. (c) Based on the results of this study, combined with the representation and processing models of Chinese word recognition, we attempted to construct a cognitive model of Chinese word recognition for hearing-impaired college readers.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Experimental Psychology submitted time 2022-08-03
Abstract： Understanding the cognitive mechanisms underlying word segmentation has been an important focus for research on Chinese reading. Previous research shows that Chinese readers can identify words very efficiently even though the Chinese script does not use spaces between words or other visual cues to demarcate word boundaries. One possibility is that Chinese readers can make use of their knowledge of the positional frequency of characters (i.e., how often they are used as the first or second character in words) to facilitate the word segmentation and recognition. Nevertheless, this potential role for position frequency remains controversial. Accordingly, with the present research we used the lexical decision task and eye movements during reading to investigate the use of positional frequency information about the first and second character of two-character words in both visual word recognition and reading. Four experiments were conducted to explore the effects of character positional frequency. In Experiments 1a and 1b, we manipulated both first and second character positional frequency (high vs. low) for target words that were of either high or low lexical frequency. Sixty college students were instructed to perform visual lexical decision tasks on words and pseudo-words. In Experiment 2a and 2b, we used measures of eye movements to investigate the use of character positional frequency in natural sentence reading. Sixty college students were required to read sentences while their eye movements were recorded using an EyeLink 1000 eye-tracker (sampling rate = 1000 Hz). The results of Experiments 1a and 1b revealed an effect of first character positional frequency in both the accuracy and latency of lexical decisions only for target words with low lexical frequency, and no effect of second character positional frequency regardless of the lexical frequency of the target word. The results of Experiment 2a and 2b showed a clear effect of first character position frequency on reading times (gaze duration, regression path reading time, and total reading time) for target words of low lexical frequency only, and no effect of second character positional frequency for either high or low frequency target words. Participants made shorter response times and fixation duration in high character positional frequency condition than in low character positional frequency condition for target words with low lexical frequency. In sum, findings from both the lexical decision task and measures of eye movements in reading reveal a privileged role for first character positional frequency as a cue to word segmentation and recognition. However, this influence of character positional frequency depends on word frequency, and is only observed for words of lower lexical frequency. We argue that these findings support the augmented addressed morphology model theory (Caramazza et al., 1988) of Chinese word recognition, and can help inform the development of a model of character positional processing model in Chinese reading.
Peer Review Status:Awaiting Review
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