國小不同認字能力學童辨識中文字詞之字元複雜度效果與詞長效果研究

The Effect of Decoding Ability on Character Complexity Effect and Word Length

10.6251/BEP.20090120

陳茹玲(Ju-Ling Chen)；蘇宜芬(Yi-Fen Su)

中文字詞 ； 字元複雜度效果 ； 認字能力 ； 詞長效果 ； 詞彙辨識作業 ； character complexity effect ； Chinese script ； decoding ability ； lexical recognition task ； word length effect

教育心理學報

41卷3期（2010 / 03 / 01）

579 - 604

繁體中文

本研究採用詞彙辨識作業探討不同認字能力學童辨識中文字詞的字元複雜度效果與詞長效果。研究對象爲124名國小三年級學童，包括：低認字能力學童45名（認字能力爲二年級水準）、中等認字能力學童42名（認字能力爲三年級水準），高認字能力學童37名（認字能力爲四年級水準）。實驗一以筆劃數爲分析單位，探討學童辨識中文字是否有字元複雜度效果；實驗二以部件數爲分析單位，探討學童辨識中文字是否有部件數效果；實驗三以字元數爲分析單位，探討學童辨識中文詞是否有詞長效果。研究結果爲：以筆劃數爲分析單位時，發現字元複雜度效果。以部件數爲分析單位時，沒有發現部件數效果。以字元數爲分析單位時，發現詞長效果。

The present study was designed to investigate effects of complexity and word length of Chinese characters on the decoding ability of elementary students when reading Chinese script. Character complexity was defined by (a) the number of constituent strokes for characters (studied in Experiment 1), and (b) the number of constituent radicals for characters (studied in Experiment 2). The length of word was defined as the number of constituent characters of words (studied in Experiment 3). Student performance on a lexical recognition task was used as the dependent variable in the three experiments. A total of 124 third grade students, including 45 with low decoding abilities, 42 with average decoding abilities, and 37 with high decoding abilities, participated in the study. It was found that when characters with high frequency were used as stimuli, character complexity defined as the number of constituent strokes of characters, showed a significant interaction effect between complexity and decoding ability. No complexity effect was found when complexity was defined as the number of constituent radicals of characters. Word length, defined as the number of constituent characters of words, showed effects on participants' performance on the lexical recognition task.

1. 蘇宜芬、陳學志(2007)。認字自動化指標之建立與信效度研究。教育心理學報，38(4)，501-514。
   連結：
2. Su, Y. F., & Samuels, S. J. （2008）. Developmental changes in word-length effect when reading Chinese Script. Manuscript for publication.
3. Aghababian, V.,Nazir, T.(2000).Developing normal reading skills: Aspects of the visual processes underlying word recognition.Journal of Experimental Child Psychology,76,123-150.
4. Bijeljac-babic, R.,Millogo, V.,Farioli, F.,Grainger, J.(2004).A developmental investigation of word length effects in reading using a new on-line word identification paradigm.Reading and Writing: An Interdisciplinary Journal,17,411-431.
5. Bush, L. K.,Hess, U.,Wolford, G.(1993).Transformations for within-subject designs: A Monte Carlo investigation.Psychological Bulletin,113(3),566-579.
6. Fang, S. P.(2003).Are there differential word length effects in the two visual fields?.Brain and Language,85(3),467-485.
7. Fang, S. P.(1994).English word length effects and the Chinese character-word difference: Truth or myth?.Chinese Journal of Psychology,36(1),59-80.
8. Gough, P. B.(ed.),EhriL. C.(ed.),Treiman, R.(ed.)(1992).Reading acquisition.Hillsdale, NJ:Lawrence Erlbaum Associates.
9. Harris, M.,Coltheart, M.(1986).Language processing in children and adults: An introduction.London:Routledge & Kegan.
10. Hue, C. W.,Tzeng, A. K.(2000).Lexical recognition task: A new method for the study of Chinese character recognition.Acta Psychological Sinica,32,60-65.
11. Just, M. A.(ed.),Carpenter, P. A.(ed.)(1987).The psychology of reading and language processing.Newton, MA:Allyn and Bacon.
12. LaBerge, D.,Samuels, S. J.(1974).Toward a theory of automatic information processing in reading.Cognitive Psychology,6,293-323.
13. Leong, C. K.,Cheng, P. W.,Mulcahy, R.(1987).Automatic processing of morphemic orthography by mature readers.Language and Speech,30(2),181-197.
14. McBride-Chang, C.(ed.),Chen, H. C.(ed.)(2003).Reading development in Chinese children.Westport, CT:Praeger.
15. McCormick, C.,Samuels, S. J.(1979).Word recognition by second graders: The unit of perception and interrelateionship among accuracy, latency, and comprehendsion.Journal of Reading Behavior,11,107-113.
16. Metsala, J. L.(ed.),Ehri, L. C.(ed.)(1998).Word recognition in early literacy.Mahwah, NJ:Lawrence Erlbaum Associates.
17. Nazir, T. A.,Jacobs, A. M.,O''Regan, J. K.(1998).Letter legibility and visual word recognition.Memory and Cognition,26,810-821.
18. Patterson, K. E.(ed.),Marshall, C.(ed.),Coltheart, M.(ed.)(1985).Surface dyslexia.London:Lawrence Erlbaum Associates.
19. Qian, G.,Reinking, D.,Yang, R.(1994).The effects of character complexity on recognizing Chinese characters.Contemporary Educational Psychology,19,155-166.
20. Reid, G.(ed.),Wearmouth, J.(ed.)(2002).Dyslexia and literacy: Theory and practice.West Sussex, UK:Wiley.
21. Ruddell, R. B.(ed.)(1994).Theoretical models and processes of reading: Fourth Edition.Newark, DE:International Reading Association.
22. Samuels, S. J.(ed.),Farstrup, E. E.(ed.)(2006).What Research Says About Reading Instruction.Newark, DE:International Reading Association.
23. Samuels, S. J.,LaBerge, D.,Bremer, C. D.(1978).Units of word recognition: Evidence for developmental changes.Journal of Verbal Learning and Verbal Behavior,11(2),107-113.
24. Seymour, P. H.,Aro, M.,Erskine, J. M.(2003).Foundation literacy acquisition in European orthographies.British Journal of Psychology,94,143-174.
25. Snowling, M. J.(ed.),Hulme, C.(ed.)(2007).The Science of Reading: A handbook.Blackwell Publishing.
26. Su, Y. F.(1997).Twin Cities,University of Minnesota.
27. Tan, L. H.,Peng, D. L.(1990).The effects of semantic context on the feature analyses of single Chinese characters.Journal of Psychology,4,5-10.
28. Wang, J.(ed.),Inhoff, A. W.(ed.),Chen, H. C.(ed.)(1999).Reading Chinese script: A cognitive analysis.Mahwah, NJ:Lawrence Erlbaum Associates.
29. 中央研究院中文詞庫小組(1993)。新聞語料詞頻統計表：語料庫研究系列之二。台北:中央研究院資訊研究所。
30. 曾進興主編(1995)。語言病理學基礎。台北:心理。
31. 黃秀霜(2001)。中文年級認字量表。台北:心理。
32. 蘇宜芬(2001)。行政院國家科學委員會專題研究計畫成果報告行政院國家科學委員會專題研究計畫成果報告,未出版

1. 曾厚強、陳茹玲、張道行、張國恩、查日龢、林維駿、李宜憲、宋曜廷(2013)。中文文本可讀性探討：指標選取、模型建立與效度驗證。中華心理學刊，55(1)，75-106。
2. 蘇宜芬、李孟峰(2018)。臺灣國民小學國語課本生字於心理語言學特性之研究。教育心理學報，49(4)，637-662。
3. (2024)。中文詞素覺識訓練軟體對台灣南部偏遠地區國小四年級弱讀生詞彙知識成效之影響。教育學報，52(1)，61-83。