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

Abstract

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。研究對象為124名國小三年級學童，包括：低認字能力學童45名(認字能力為二年級水準)、中等認字能力學童42名(認字能力為三年級水準)，高認字能力學童37名(認字能力為四年級水準)。實驗一以筆劃數為分析單位，探討學童辨識中文字是否有字元複雜度效果；實驗二以部件數為分析單位，探討學童辨識中文字是否有部件數效果；實驗三以字元數為分析單位，探討學童辨識中文詞是否有詞長效果。研究結果為：以筆劃數為分析單位時，發現字元複雜度效果。以部件數為分析單位時，沒有發現部件數效果。以字元數為分析單位時，發現詞長效果。

The present study was designed to investigate the relation of decoding ability with character complexity effect and word length effect when reading Chinese script. Character complexity was defined in two ways: (1) the number of constituent strokes for characters (Experiment 1), and (2) the number of constituent radicals for characters (Experiment 2). Length was defined as the number of constituent characters for words (Experiment 3). A lexical recognition task was used in three experiments. The participants consisted of 45 third graders with low decoding abilities, 42 third graders with average decoding abilities, and 37 third graders with high decoding abilities. The findings are as follows. First, when high frequency characters were selected as stimuli and character complexity was defined as the number of constituent strokes of characters, third graders with different decoding abilities showed character complexity effects; however, the slop of low decoding ability group was steeper than those of average and high decoding ability group. Secondly, when character complexity was defined as the number of constituent radicals of characters, third graders with different decoding abilities did not show character complexity effects. Thirdly, when the length was defined as the number of constituent characters of words, third graders with different decoding abilities showed word length effects.