語意部件與關聯強度對成人與國小五年級孩童漢字語意處理效應的差異

Effects of Semantic Radical and Semantic Association on Semantic Processing of Chinese Characters for Adults and Fifth Graders

洪國鈞(Kuo-Chung Hung) ； 李姝慧(Shu-Hui Lee) ； 陳修元(Shiou-Yuan Chen) ； 周泰立(Tai-Li Chou)

《中華心理學刊》 52卷3期 (2010/09) Pp. 327-344

https://doi.org/10.6129/CJP.2010.5203.06

摘要

此研究整合語意部件及語意關聯強度，探討兩者對於語意發展的影響。兩個實驗操弄語意關聯強度字對（高、低相關），及字對含有共同語意部件與否（共同、不同語意部件），要求參與者判斷「視覺－聽覺」呈現字對是否具有語意關係。實驗一以年齡及識字能力皆不同的五年級孩童與成人為參與者，結果顯示在處理高語意相關時，兩組參與者的反應時間差異，會隨著共同語意部件的出現而顯著地減少。實驗二則進一步將五年級孩童分為高、低識字能力孩童兩組，結果顯示兩組孩童在判斷高相關字對時，對共同語意部件字對的區辨敏感度，顯著地優於不同語意部件的字對。本研究推論語意部件會影響孩童的理解歷程；(1)孩童由於語意網絡不似成人精緻化，輔以語意部件有助於高相關字對的語意判斷；(2)對相同年齡孩童而言，高相關字對在語意網絡系統內分享著較多的語意表徵，當字對間出現共同語意部件時，字形相似性有助於偵測與整合字對間的重疊語意表徵，提昇孩童在意義關聯性的正確判斷處理。

關鍵字

字形 ； 字音 ； 語意部件 ； 語意關聯強度

並列摘要

While past research has investigated the effects of semantic radical or semantic association on comprehension of meaning for children, little is known about the impact of semantic radical integrated with semantic association. This study addressed this issue using a semantic relatedness judgment task with semantic association strength (strong, weak) and semantic radical (with, without) varied between character pairs. Participants were asked to decide if two Chinese characters were semantically related, when the first character was visually presented and the second character was auditorily presented. Experiment 1 recruited two groups of participants (adults and fifth graders) that differed in ages and word recognition abilities for the semantic judgment task. Our results showed a reduced difference between adults and fifth graders in reaction time on semantic judgment of strongly related radical-shared pairs as compared with that for without-radical pairs. Experiment 2 recruited two groups of fifth graders with various word recognition abilities to perform the semantic judgment task. Our results demonstrated better discrimination sensitivity on judging strongly related radical-shared pairs as compared with that for pairs without shared radicals. The semantic radical was found to affect meaning judgments for fifth graders. There are two implications in this study. First, compared with adults, fifth graders may not have elaborate semantic representations available and thus may not use the whole character to get the correct answer among homophones. They may need the aids of orthographic similarity from the shared radical between characters on meaning judgments of strongly related pairs. Second, when fifth graders process strongly related pairs that have greater overlapping features between characters, orthographic similarity aids in the detection and integration of these features.

並列關鍵字

orthography ； phonology ； semantic association ； semantic radical

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