形状知觉在儿童语言能力中的独立性预测作用

doi:10.16187/j.cnki.issn1001-4918.2024.06.03

摘要/Abstract

摘要： 最新提出的形状知觉假说认为形状知觉是语言和数学共有的认知基础, 已有研究考察了形状知觉在不同类型数学能力中的作用, 但其在不同类型和层次的语言能力中的作用尚不清楚。本研究选取小学5年级学生, 考察形状知觉在不同类型不同层次语言能力中的独立性贡献。结果发现, 控制了年龄和性别两个人口学变量以及智力和反应速度两个基础认知能力后, 形状知觉对词汇水平的语音加工、正字法意识和语义理解以及句子水平上的阅读理解有显著的独立性贡献, 而对篇章水平上的阅读理解无显著贡献。结果说明形状知觉在个体可以快速加工的语言流畅性能力中发挥显著作用, 在非流畅性的复杂语言能力中无显著作用。

关键词: 形状知觉, 语言能力, 儿童

Abstract: The visual form perception hypothesis holds that form perception is the common cognitive basis of both language and mathematics. Previous studies have investigated the role of form perception in different types of mathematical abilities, but its role in different types and levels of language abilities is not clear. The present study examined the independent contribution of form perception to different types of language abilities in Grade 5 primary school students. The results showed that after controlling age, gender, intelligence and processing speed, form perception had a significantly independent contribution to phonological processing, orthographic awareness and semantic understanding at the lexical level, and reading comprehension at the sentence level, but had no significant contribution to reading comprehension at the textual level. The results showed that form perception played a significant role in the abilities of language fluency which could be processed quickly, but not in the complex non-fluency language abilities.

Key words: visual form perception, language ability, children

中图分类号:

B844

崔佳歆, 冯佳佳, 左钰涵, 崔占玲, 周新林. 形状知觉在儿童语言能力中的独立性预测作用[J]. 心理发展与教育, 2024, 40(6): 782-791.

CUI Jiaxin, FENG Jiajia, ZUO Yuhan, CUI Zhanling, ZHOU Xinlin. The Unique Role of Visual Form Perception in Children’s Language Ability[J]. Psychological Development and Education, 2024, 40(6): 782-791.

参考文献

Ahmed, M., Ward, R., & Kharma, N. (2004). Solving mathematical problems using knowledge-based systems. Mathematics and Computers in Simulation, 67(1-2), 149-161.
Anderson, J. M. (2006). Structural analogy and universal grammar. Lingua, 116(5), 601-633.
Anobile, G., Stievano, P., & Burr, D. C. (2013). Visual sustained attention and numerosity sensitivity correlate with math achievement in children. Journal of Experimental Child Psychology, 116(2), 380-391.
Atagi, N., DeWolf, M., Stigler, J. W., & Johnson, S. P. (2016). The role of visual representations in college students' understanding of mathematical notation. Journal of Experimental Psychology-Applied, 22(3), 295-304.
Balakrishnan, G., Uppinakudru, G., Girwar Singh, G., Bangera, S., Dutt Raghavendra, A., & Thangavel, D. (2014). A comparative study on visual choice reaction time for different colors in females. Neurology Research International, 2014, 1-5. https://doi.org/10.1155/2014/301473
Bauer, D. J., Goldfifield, B. A., & Reznik, J. S. (2002). Alternative approaches to analyzing individual differences in the rate of early vocabulary acquisition. Applied Psycholinguistics, 23, 313-335.
Boets, B., Vandermosten, M., Cornelissen, P., Wouters, J., & Ghesquiere, P. (2011). Coherent motion sensitivity and reading development in the transition from prereading to reading stage. Child Development, 82(3), 854-869.
Cavina-Pratesi, C., Large, M.-E., & Milner, A. D. (2015). Reprint of: Visual processing of words in a patient with visual form agnosia: A behavioural and fMRI study. Cortex, 72, 97-114.
Cheng, D., Xiao, Q., Chen, Q., Cui, J., & Zhou, X. (2018). Dyslexia and are characterized by common visual perception deficits. Developmental Neuropsychology, 43(6), 497-507.
Cheng, D., Xiao, Q., Cui, J., Chen, C., Zeng, J., Chen, Q., & Zhou, X. (2020). Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception. Developmental Science, 23(4), e12910. https://doi.org/10.1111/desc.12910
Child, A. E., Cirino, P. T., Fletcher, J. M., Willcutt, E. G., & Fuchs, L. S. (2019). A cognitive dimensional approach to understanding shared and unique contributions to reading, Math, and Attention Skills. Journal of Learning Disabilities, 52(1), 15-30.
Conlon, E. G., Sanders, M. A., & Wright, C. M. (2009). Relationships between global motion and global form processing, practice, cognitive and visual processing in adults with dyslexia or visual discomfort. Neuropsychologia, 47(3), 907-915.
Cui, J., Xiao, R., Ma, M., Yuan, L., Kodash, R. C., & Zhou, X. (2020). Children skilled in mental abacus show enhanced non-symbolic number sense. Current Psychology, 41(4), 2053-2066.
Cui, J., Zhang, Y., Cheng, D., Li, D., & Zhou, X. (2017). Visual form perception can be a cognitive correlate of lower level math categories for teenagers. Frontiers in Psychology, 8, 1336. https://doi.org/10.3389/fpsyg.2017.01336
Cui, J., Zhang, Y., Wan, S., Chen, C., Zeng, J., & Zhou, X. (2019). Visual form perception is fundamental for both reading comprehension and arithmetic computation. Cognition, 189, 141-154.
Druks, J., & Froud, K. (2002). The syntax of single words: Evidence from a patient with a selective function word reading deficit. Cognitive Neuropsychology, 19(3), 207-244.
Erath, K., Prediger, S., Quasthoff, U., & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161-179.
Fletcher, J. M. (2006). Measuring reading comprehension. Scientific Studies of Reading, 10(3), 323-330.
Ford, B. (2004). Parsing expression grammars. ACM SIGPLAN Notices, 39(1), 111-122.
Friedman, R. B., & Lott, S. N. (2000). Rapid word identification in pure alexia is lexical but not semantic. Brain and Language, 72(3), 219-237.
Fujii, K., & Suda, T. (2009). Semantics-based context-aware dynamic service composition. ACM Transactions on Autonomous and Adaptive Systems, 4(2), 1-31.
Geary, D. C., Hoard, M. K., Nugent, L., Unal, Z. E., & Scofield, J. E. (2020). Comorbid learning difficulties in reading and mathematics: The role of intelligence and in-Class attentive behavior. Frontiers in Psychology, 11, 572099. https://doi.org/10.3389/fpsyg.2020.572099
James, T. W., Culham, J., Humphrey, G. K., AD Milner, & Goodale, M. A. (2003). Ventral occipital lesions impair object recognition but not object-directed grasping: An fMRI study. Brain, 126(Pt 11), 2463-2475.
Kaushanskaya, M., Marian, V., & Yoo, J. (2011). Gender differences in adult word learning. Acta Psychologica, 137(1), 24-35.
Kaushanskaya, M., Gross, M., & Buac, M. (2013). Gender differences in child word learning. Learning and Individual Differences, 27, 82-89.
Kim, J. G., Biederman, I., Lescroart, M. D., & Hayworth, K. J. (2009). Adaptation to objects in the lateral occipital complex (LOC): Shape or semantics? Vision Research, 49(18), 2297-2305.
Kintsch, W., & van Dijk, T. (1978). Toward a model of discourse comprehension and production. Psychological Review, 85, 363-394.
Kourtzi, Z., & Kanwisher, N. (2001). Representation of perceived object shape by the human lateral occipital complex. Science, 293(5534), 1506-1509.
Liang, Z. H., Dong, P. Q., Zhou, Y. L., Feng, S. S., & Zhang, Q. (2022). Whether verbal and visuospatial working memory play different roles in pupil's mathematical abilities. British Journal of Educational Psychology, 92(2), 409-424.
Liu, D., Chen, X., & Wang, Y. (2016). The impact of visual-spatial attention on reading and spelling in Chinese children. Reading and Writing, 29(7), 1435-1447.
Liu, H., Jiang, Y., Zhang, B., Ma, L., He, S., & Weng, X. (2013). The orthographic sensitivity to written Chinese in the occipital-temporal cortex. Experimental Brain Research, 227(3), 387-396.
Liu, N., Zhao, J., Huang, C., Xing, X., Lu, S., & Wang, Z. (2021). Predicting early reading fluency based on preschool measures of low-level visual temporal processing: A possible mediation by high-level visual temporal processing skills. Infant and Child Development, 30(2), e2211. https://doi.org/10.1002/icd.2211
Lu, Y., Ma, M., Chen, G., & Zhou, X. (2021). Can abacus course eradicate developmental dyscalculia. Psychology in the Schools, 58(2), 235-251.
Lynn, R. (2010). High IQ is sufficient to explain the high achievements in math and science of the East Asian peoples. Learning and Individual Differences, 20(6), 567-568.
Malach, R., Reppas, J. B., Benson, R. R., Kwong, K. K., Jiang, H., Kennedy, W. A., … Tootell, R. B. (1995). Object-related activity revealed by functional magnetic resonance imaging in human occipital cortex. Proceedings of the National Academy of Sciences of the United States of America, 92(18), 8135-8139.
Marantz, A. (2013). No escape from morphemes in morphological processing. Language and Cognitive Processes, 28(7), 905-916.
Massa, L. J., & Mayer, R. E.. (2006). Testing the ati hypothesis: should multimedia instruction accommodate verbalizer-visualizer cognitive style? Learning & Individual Differences, 16(4), 321-335.
Mayes, S. D., & Calhoun, S. L.. (2006). Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning & Individual Differences, 16(2), 145-157.
Milner, A. D., Perrett, D. I., Johnston, R. S., Benson, P. J., Jordan, T. R., Heeley, D. W., … Terazzi, E. (1991). Perception and action in 'visual form agnosia'. Brain: A Journal of Neurology, 114 (Pt 1B), 405-428.
Nakamura, K., Honda, M., Okada, T., Hanakawa, T., Toma, K., Fukuyama, H., … Shibasaki, H. (2000). Participation of the left posterior inferior temporal cortex in writing and mental recall of kanji orthography: A functional MRI study. Brain: A Journal of Neurology, 123 (Pt 5), 954-967.
Neudorf, J., Ekstrand, C., Kress, S., & Borowsky, R. (2019). FMRI of shared-stream priming of lexical identification by object semantics along the ventral visual processing stream. Neuropsychologia, 133, 107185. https://doi.org/10.1016/j.neuropsychologia.2019.107185
Noppeney, U., Price, C. J., Duncan, J. S., & Koepp, M. J. (2005). Reading skills after left anterior temporal lobe resection: An fMRI study. Brain, 128, 1377-1385.
Osborne, T., & Gross, T. (2012). Constructions are catenae: Construction grammar meets dependency grammar. Cognitive Linguistics, 23(1), 165-216.
Passolunghi, M. C., & Lanfranchi, S. (2012). Domain-specific and domain-general precursors of mathematical achievement: A longitudinal study from kindergarten to first grade. British Journal of Educational Psychology, 82(1), 42-63.
Perfetti, C. A., & Hogaboam, T. (1975). The relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 67,461-469.
Pitcher, D., & Ungerleider, L. G. (2021). Evidence for a third visual pathway specialized for social perception. Trends in Cognitive Sciences, 25(2), 100-110.
Price, C. J., & Devlin, J. T. (2003). The myth of the visual word form area. Neuroimage, 19(3), 473-481.
Qian, Y., Bi, Y., Wang, X., Zhang, Y.-W., & Bi, H.-Y. (2016). Visual dorsal stream is associated with Chinese reading skills: A resting-state fMRI study. Brain and Language, 160, 42-49.
Schneider, W. J., & McGrew, K. S. (2012). The Cattell-Horn-Carroll model of intelligence. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (3rd ed., pp. 99-144). New York: Guilford Press.
Shtyrov, Y. (2011). Fast mapping of novel word forms traced neurophysiologically. Frontiers in Psychology, 2, 340. https://doi.org/10.3389/fpsyg.2011.00340
Sigmundsson, H., Anholt, S. K., & Talcott, J. B. (2010). Are poor mathematics skills associated with visual deficits in temporal processing? Neuroscience Letters, 469(2), 248-250.
Soltesz, F., & Szucs, D. (2014). Neural adaptation to non-symbolic number and visual shape: An electrophysiological study. Biological Psychology, 103, 203-211.
Song, H., & An, J. (2017). The relationship between executive functions and IQ in Korean children and the comparison with Chinese children. Applied Neuropsychology-Child, 6(2), 158-165.
Szwed, M., Qiao, E., Jobert, A., Dehaene, S., & Cohen, L. (2014). Effects of literacy in early visual and occipitotemporal areas of Chinese and French readers. Journal of Cognitive Neuroscience, 26(3), 459-475.
Tibber, M. S., Manasseh, G. S. L., Clarke, R. C., Gagin, G., Swanbeck, S. N., Butterworth, B., … Dakin, S. C. (2013). Sensitivity to numerosity is not a unique visuospatial psychophysical predictor of mathematical ability. Vision Research, 89, 1-9.
Tong, X., Leung, W. W. S., & Tong, X. (2019). Visual statistical learning and orthographic awareness in Chinese children with and without developmental dyslexia. Research in Developmental Disabilities, 92, 103443. https://doi.org/10.1016/j.ridd.2019.103443
Wang, L., Sun, Y., & Zhou, X. (2016). Relation between approximate number system acuity and mathematical achievement: The influence of fluency. Frontiers in Psychology, 7, 1966. https://doi.org/10.3389/fpsyg.2016.01966
Wang, L.-C., & Yang, H.-M. (2019). The roles of various forms of attention in temporal processing deficits in Chinese children with and without dyslexia. Learning Disability Quarterly, 43(4), 241-253.
Yang, X., & Meng, X. (2020). Visual processing matters in Chinese reading acquisition and early mathematics. Frontiers in Psychology, 11, 462. https://doi.org/10.3389/fpsyg.2020.00462
Yang, J., & Tan, L. H. (2020). Whole-Brain functional networks for phonological and orthographic processing in Chinese good and poor readers. Frontiers in Psychology, 10, 2945. https://doi.org/10.3389/fpsyg.2019.02945
Zhang, Y., Chen, C., Liu, H., Cui, J., & Zhou, X. (2016). Both non-symbolic and symbolic quantity processing are important for arithmetical computation but not for mathematical reasoning. Journal of Cognitive Psychology, 28(7), 807-824.
Zhang, B., He, S., & Weng, X. (2018). Localization and functional characterization of an occipital visual word form sensitive area. Scientific Reports, 8, 6723. https://doi.org/10.1038/s41598-018-25029-z
Zhang, Y., Liu, T., Chen, C., & Zhou, X. (2019). Visual form perception supports approximate number system acuity and arithmetic fluency. Learning and Individual Differences, 71, 1-12.
Zhou, X., & Cheng, D. (2015). When and why numerosity processing is associated with developmental dyscalculia. In S. Chinn (Ed.). The Routledge international handbook of dyscalculia and mathematical learning difficulties (pp. 78-89). New York: Routledge.
Zhou, X., Hu, Y., Yuan, L., Gu, T., & Li, D. (2020). Visual form perception predicts 3-year longitudinal development of mathematical achievement. Cognitive Processing, 21(4), 521-532.
Zhou, X., Wei, W., Zhang, Y., Cui, J., & Chen, C. (2015). Visual perception can account for the close relation between numerosity processing and computational fluency. Frontiers in Psychology, 6, 1364. https://doi.org/10.3389/fpsyg.2015.01364
陈宝国,王立新,彭聃龄.(2003).汉字识别中形音义激活时间进程的研究(Ⅱ). 心理学报, (05), 576-581.
彭聃龄,徐世勇,丁国盛,李恩中,刘颖. (2003). 汉语单字词音、义加工的脑激活模式. 中国神经科学杂志, (05), 287-291.
徐世勇, 彭聃龄, 薛贵, 谭力海. (2001). 汉语发展性阅读障碍儿童心理机制的初步研究. 心理发展与教育, 17(4), 12-16.
赵婧. (2019). 发展性阅读障碍的视觉注意广度技能. 心理科学进展, 27(01), 20-26.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	王堃炎, 黄英航, 邓珏, 王璇, 张向葵. 从善念到善行:4~7岁儿童社会善念与亲社会行为的发展关联[J]. 心理发展与教育, 2026, 42(4): 457-466.
[2]	于晓, 张雅欣, 戚玥, 常尚钺, 何雯惺, 陈英和. 学龄儿童自然联结的发展轨迹及其与创造力倾向的关系:累加效应还是交互效应？[J]. 心理发展与教育, 2026, 42(4): 467-477.
[3]	陈紫薇, 黄潇潇, 俞国良. 父母教养行为与儿童心理健康关系的三水平元分析[J]. 心理发展与教育, 2026, 42(4): 563-576.
[4]	吴旻, 张杰, 叶攀琴, 龚茜, 袁柯曼. 留守儿童非自杀性自伤行为的发展轨迹:同伴侵害模式的影响[J]. 心理发展与教育, 2026, 42(4): 586-595.
[5]	舒展, 彭申立, 赵纤, 黎志华. 累积家庭风险对低收入家庭儿童外化问题影响的即时与延时效应:有调节的中介模型[J]. 心理发展与教育, 2026, 42(4): 596-608.
[6]	韩燕, 郭筱琳, 杨文静, 张恒, 王腾飞. 阅读困难儿童的执行功能结构分化滞后于正常发展儿童[J]. 心理发展与教育, 2026, 42(3): 326-336.
[7]	范兴华, 靳嘉宁, 燕利飞, 李潇潼, 邓汇溪. 留守困境对初中儿童个人成长主动性发展的影响:社会支持的中介作用[J]. 心理发展与教育, 2026, 42(3): 427-436.
[8]	张攀, 杨娟, 王小英. 象似性手势对3~4岁儿童汉语动作动词记忆和泛化的影响[J]. 心理发展与教育, 2026, 42(2): 153-161.
[9]	袁雯, 张旭然, 郭惠, 李燕芳. 儿童欺凌网络的结构特征与变化特点：基于社会网络分析视角[J]. 心理发展与教育, 2026, 42(2): 234-244.
[10]	谢宇, 贺荟中, 王磊, 戴惟熙. 孤独症儿童与典型发展儿童内隐学习物品情景线索的比较研究[J]. 心理发展与教育, 2025, 41(6): 761-769.
[11]	范兴华, 燕利飞, 靳嘉宁, 李潇潼, 邓汇溪, 余思. 父母关爱对4~6年级留守儿童幸福感发展的影响:积极诠释生活的调节作用[J]. 心理发展与教育, 2025, 41(6): 859-868.
[12]	刘畅, 蒋柳青, 郑天鹏, 边玉芳. 父母情绪调节困难与父母情绪社会化行为的关系:基于主客体互倚模型的交叉滞后研究[J]. 心理发展与教育, 2025, 41(5): 652-662.
[13]	王宇轩, 刘梦连, 杨滢晖, 毕鸿燕. 学龄儿童与成人形音整合的比较研究:字形与字音的相互影响[J]. 心理发展与教育, 2025, 41(4): 457-464.
[14]	王彦姣, 黄家桢, 龙嘉, 王沛. 领域一般和领域特殊能力与计算障碍的内在联系及其启示——基于元分析视角[J]. 心理发展与教育, 2025, 41(4): 473-481.
[15]	冯娜, 梁峰, 王芬, 何春丽, 张慧. 基本情绪与道德情绪对不同年龄群体道德判断的影响[J]. 心理发展与教育, 2025, 41(4): 491-499.