Chinese Two-Character Word Orthographic Processing and Adjective-Noun Collocation Comprehension in Sentence Reading

Autor/inn/en	Ma, Wenling; Li, Degao; Su, Guanglian; Wang, Xiaoyun
Titel	Chinese Two-Character Word Orthographic Processing and Adjective-Noun Collocation Comprehension in Sentence Reading
Quelle	In: Journal of Psycholinguistic Research, 52 (2023) 5, S.1439-1454 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Degao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-023-09943-6
Schlagwörter	Chinese; Orthographic Symbols; Phonology; Word Recognition; Form Classes (Languages); Reading Comprehension; Semantics; Reading Rate; Sentences; Psycholinguistics; Decoding (Reading) + Suchen Sie Ihr Suchwort? China; Chinesen; Fonologie; Worterkennung; Analytischer Sprachbau; Leseverstehen; Semantik; Reading readiness; Reading speed; Lesegeschwindigkeit; Sentence analysis; Satzanalyse; Psycholinguistik; Dekodierung
Abstract	Reading can be regarded as a combination of lexical decoding and linguistic comprehension (Hoover and Gough in Read Writ Interdiscip J 2:127-160, 1990). In Chinese sentence reading, skilled readers' difficulties in phonological processing significantly enhance the 'wrap-up' effect (Li and Lin in J Deaf Stud Deaf Educ 25(4):505-516, 2020). To examine how orthographic processing in Chinese two-character word recognition might interact with adjective-noun collocation (ANC) comprehension before the wrap-up effect, two experiments were conducted in the same paradigm as used by Li and Lin (J Deaf Stud Deaf Educ 25(4):505-516, 2020). The sentences contained ANCs or semantically inappropriate combinations of adjectives and nouns (nANCs), the adjectives (Experiment 1) or the nouns (Experiment 2) of which were two-character words or corresponding transposed nonwords (T-nonwords). Similar results were obtained in both experiments: difficulties in T-nonword processing and in nANC comprehension collectively lengthened the reading times of the words immediately following. In conclusion, sentence reading likely contains interactions between orthographic processing and linguistic comprehension. As an indication of psycholinguistic significance, skilled readers have to use extra resources to suspend the cognitive vigilance that arises from unexpected demand in lexical decoding, in addition to their main focus of linguistic comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01