二语书写可直接通达正字法:来自不同书写方式的证据

doi:10.16187/j.cnki.issn1001-4918.2025.02.07

摘要/Abstract

摘要： 为比较中-英双语者手写或键入二语时,语音在正字法通达中的作用以及语言信息对动作执行阶段的影响,研究采用图-词干扰范式,通过两个实验系统探讨了不同书写方式下认知编码阶段和动作执行阶段上的语音效应和正字法效应。实验1发现手写方式的认知编码阶段,正字法促进效应早于语音促进效应;动作执行阶段,出现了正字法促进效应。实验2发现键入方式的认知编码阶段,正字法促进效应早于语音促进效应;动作执行阶段,各效应均未出现。结论认为:(1)手写和键入二语时,语义均可直接通达正字法,支持正字法自主假说;(2)手写方式下正字法加工可以级联到动作执行,符合级联模型;键入方式下语言加工在动作执行之前已经完成,符合序列模型。

关键词: 二语书写产生, 双语者, 图-词干扰范式, 手写, 键入

Abstract: To compare the role of phonology in orthographic access and the influence of language processes on action execution during Chinese-English bilinguals handwrote or typed second language(L2) words, the picture-word interference paradigm was adopted to explore the phonological and orthographic effects on the cognitive coding and action execution of the two different writing modes. Experiment 1 found that during handwriting, the orthographic priming effect appeared earlier than the phonological one in the phase of cognitive coding, and the former was still active in the phase of action execution. Experiment 2 found that during typing, the orthographic priming effect was also earlier than the phonological one in the phase of cognitive coding, nevertheless, no effects arose in the phase of action execution. In conclusion, these findings demonstrated that: (1) Semantic could access the orthographic representation directly in the phase of cognitive coding for both handwriting and typing, which supported the orthographic autonomy hypothesis; (2) For handwriting, the orthographic process could be cascaded to the action execution, providing evidence for the cascaded model; however, linguistic processes were terminated before action execution for typing, which was in line with the serial model.

Key words: L2 written production, bilinguals, picture-word interference paradigm, handwriting, typing

中图分类号:

G442

刘月月, 何文广, 沈国晴. 二语书写可直接通达正字法:来自不同书写方式的证据[J]. 心理发展与教育, 2025, 41(2): 216-225.

LIU Yueyue, HE Wenguang, SHEN Guoqing. Direct Access to Orthography in Second Language Written Production: Evidence from Different Writing Modes[J]. Psychological Development and Education, 2025, 41(2): 216-225.

参考文献

Afonso, O., Álvarez, C. J., & Kandel, S. (2015). Effects of grapheme-to-phoneme probability on writing durations. Memory & Cognition, 43(4), 579-592.
Aitchison, J., & Todd, P. (1982). Slips of the mind and slips of the pen. In B. N. Chir & W. von Raffler-Engel (Eds.), Language and cognitive styles: Patterns of neurolinguistic and psycholinguistic development (pp.180-194). Swets and Zeitlinger B. V.-Lise.
Alario, F. X., Schiller, N. O., Domoto-Reilly, K., & Caramazza, A. (2003). The role of phonological and orthographic information in lexical selection. Brain and Language, 84(3), 372-398.
Basso, A., Taborelli, A.,& Vignolo, L. A. (1978). Dissociated disorders of speaking and writing in aphasia. Journal of Neurology, Neurosurgery & Psychiatry, 41(6), 556-563.
Bonin, P., Méot, A., Millotte, S., & Barry, C. (2013). Individual differences in adult handwritten spelling-to-dictation. Frontiers in Psychology, 4, 402. https://doi.org/10.3389/fpsyg.2013.00402
Bonin, P., Peereman, R., & Fayol, M. (2001). Do phonological codes constrain the selection of orthographic codes in written picture naming? Journal of Memory and Language, 45(4), 688-720.
Bonin, P., Fayol, M., & Peereman, R. (1998). Masked form priming in writing words from pictures: Evidence for direct retrieval of orthographic codes. Acta Psychologica, 99(3), 311-328.
Cerni, T., & Job, R. (2022). The interaction of central and peripheral processes in typingand handwriting: A direct comparison. Journal of Experimental Psychology: Human Perception and Performance, 48(6), 563.
Claessen, M., Heath, S., Fletcher, J., Hogben, J., & Leitão, S. (2009). Quality of phonological representations: A window into the lexicon? International Journal of Language & Communication Disorders, 44(2), 121-144.
Damian, M. F., Dorjee, D., & Stadthagen-Gonzalez, H. (2011). Long-term repetition priming in spoken and written word production: Evidence for a contribution of phonology to handwriting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(4), 813-826.
Damian, M. F., & Freeman, N. H. (2008). Flexible and inflexible response components: A Stroop study with typewritten output. Acta Psychologica, 128(1), 91-101.
Damian, M. F., & Qu, Q. (2013). Is handwriting constrained by phonology? Evidence from Stroop tasks with written responses and Chinese characters. Frontiers in Psychology, 4, 765.https://doi.org/10.3389/fpsyg.2013.00765
Damian, M. F., & Stadthagen-Gonzalez, H. (2009). Advance planning of form properties in the written production of single and multiple words. Language and Cognitive Processes, 24(4), 555-579.
Delattre, M., Bonin, P., & Barry, C. (2006).Written spelling to dictation: Sound-to-spelling regularity affects both writing latencies and durations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(6), 1330-1340.
Hotopf, N. (1980). Slips of the pen. In U. Frith (Ed.), Cognitive processes in spelling (pp. 287-307). San Diego, CA: Academic Press.
Gentner, D. R., Larochelle, S., & Grudin, J. (1988). Lexical, sublexical, and peripheral effects in skilled typewriting. Cognitive Psychology, 20(4), 524-548.
Kandel, S., & Spinelli, E. (2010). Processing complex graphemes in handwriting production. Memory & Cognition, 38(6), 762-770.
Lambert, E., & Quémart, P. (2019). Introduction to the special issue on the dynamics of written word production: Methods, models and processing units.Reading and Writing, 32(1), 1-12.
Logan, G. D., & Zbrodoff, N. J. (1998). Stroop-type interference: Congruity effects in color naming with typewritten responses. Journal of Experimental Psychology: Human Perception and Performance, 24, 978-992.
Lupker, S. J. (1982). The role of phonetic and orthographic similarity in picture-word interference.Canadian Journal of Psychology/ Revue Canadienne de Psychologie, 36(3), 349-367.
Lyu, B., Lai, C., Lin, C. H., & Gong, Y. (2021). Comparison studies of typing and handwriting in Chinese language learning: A synthetic review. International Journal of Educational Research, 106, 101740. https://doi.org/10.1016/j.ijer.2021.101740
Mangen, A., & Velay, J. L. (2010). Digitizing literacy: Reflections on the haptics of writing.Advances in Haptics, 1(3), 86-401.
Miceli, G., Benvegnù, B., Capasso, R., & Caramazza, A. (1997). The independence of phonological and orthographic lexical forms: Evidence from aphasia. Cognitive Neuropsychology, 14(1), 35-69.
Olive, T. (2014). Toward a parallel and cascading model of the writing system: A review of research on writing processes coordination. Journal of Writing Research, 6(2), 173-194.
Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis.Precursors of functional Literacy, 11, 67-86.
Planton, S., Jucla, M.,Démonet, J. F., & Soum-Favaro, C. (2019). Effects of orthographic consistency and word length on the dynamics of written production in adults: Psycholinguistic and rTMS experiments. Reading and Writing, 32(1), 115-146.
Qu, Q., & Damian, M. F. (2020). An electrophysiological analysis of the time course of phonological and orthographic encoding in written word production. Language, Cognition and Neuroscience, 35(3), 360-373.
Qu, Q., Damian, M. F., & Li, X. (2015). Phonology contributes to writing: Evidence from a masked priming task. Language, Cognition and Neuroscience, 31(2), 251-264.
Qu, Q., Damian, M. F., Zhang, Q., & Zhu, X. (2011). Phonology contributes to writing: Evidence from written word production in a nonalphabetic script.Psychological Science, 22(9), 1107-1112.
Rapp, B., Benzing, L., & Caramazza, A. (1997). The autonomy of lexical orthography.Cognitive Neuropsychology, 14(1), 71-104.
Roux, S., McKeeff, T. J., Grosjacques, G., Afonso, O., & Kandel, S. (2013). The interaction between central and peripheral processes in handwriting production.Cognition, 127(2), 235-241.
Scaltritti, M., Arfe, B., Torrance, M., & Peressotti, F. (2016). Typing pictures: Linguistic processing cascades into finger movements.Cognition, 156, 16-29.
Shen, X. R., Damian, M. F., & Stadthagen-Gonzalez, H. (2013). Abstract graphemic representations support preparation of handwritten responses.Journal of Memory and Language, 68(2), 69-84.
Tan, L. H., Spinks, J. A., Feng, C. M., Siok, W. T., Perfetti, C. A., Xiong, J., … Gao, J. H. (2003). Neural systems of second language reading are shaped by native language. Human Brain Mapping, 18(3), 158-166.
Van Galen, G. P. (1990). Phonological and motoric demands in handwriting: Evidence for discrete transmission of information. Acta Psychologica, 74(2-3), 259-275.
Wang, R., Huang, S., Zhou, Y., & Cai, Z. G. (2020). Chinese character handwriting: A large-scale behavioral study and a database.Behavior Research Methods, 52(1), 82-96.
Zhang, Q., & Damian, M. F.(2010). Impact of phonology on the generation of handwritten responses: Evidence from picture-word interference tasks. Memory & Cognition, 38(4), 519-528.
Zhang, Q., & Wang, C. (2015). Phonology is not accessed earlier than orthography in Chinese written production: Evidence for the orthography autonomy hypothesis. Frontiers in Psychology, 6, 448. https://doi.org/10.3389/fpsyg.2015.00448
Zhang, Q., & Wang, C. (2016). The temporal courses of phonological and orthographic encoding in handwritten production in Chinese: An ERP study.Frontiers in Human Neuroscience, 10, 417. https://doi.org/10.3389/fnhum.2016.00417
高定国, 章睿健. (2005). 中国学生在学习英语中语音加工策略的使用. 心理发展与教育, 21(3), 66-73.
高悦, 魏娜, 王正科, 简洁, 丁国盛, 孟祥芝, 刘丽. (2015). 汉-英儿童双语者母语和二语加工的相互作用: 来自神经机制方面的证据. 心理学报, 47(12), 1419-1432.
陶沙, 冯艳皎, 李伟. (2007). 语音意识的不同成分在汉语儿童英语阅读学习中的作用. 心理发展与教育, 23(2), 82-92.
王成, 尤文平, 张清芳. (2012). 书写产生过程的认知机制. 心理科学进展, 20(10), 1560-1572.
张清芳, 杨玉芳. (2003). 影响图画命名时间的因素. 心理学报, 35(4), 447-454.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	昂晨, 吕欢, 周亚聪, 李博闻, 王瑞明. 词汇熟悉度对非熟练中英双语者语言理解转换中非目标语言激活的影响[J]. 心理发展与教育, 2016, 32(1): 26-32.
[2]	常松, 王瑞明, 李利, 谢久书. 非熟练双语者言语产生中非目标语言的激活范围[J]. 心理发展与教育, 2013, 29(1): 54-60.
[3]	白学军, 顾俊娟, 曹玉肖, 郭志英, 闫国利. 汉-俄双语者阅读俄语文本的空格效应研究[J]. 心理发展与教育, 2012, 28(1): 47-53.