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PHONOLOGICAL ACTIVATION IN CHINESE WORD RECOGNITION IS
CONTIGENT ON READERS’ FLUENCY LEVEL: EVIDENCE FROM THE
PERSPECTIVE OF PHONETICALLY-INFORMED PHONOLOGY
by
Zhisen Jiang
________________________________________________________________________
A Thesis Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF ARTS
(PSYCHOLOGY)
December 2009
Copyright 2009 Zhisen Jiang
Object Description
| Title | Phonological activation in Chinese word recognition is contigent on readers’ fluency level: evidence from the perspective of phonetically-informed phonology |
| Author | Jiang, Zhisen |
| Author email | zhisenji@usc.edu; jiang_dragon@hotmail.com |
| Degree | Master of Arts |
| Document type | Thesis |
| Degree program | Psychology |
| School | College of Letters, Arts and Sciences |
| Date defended/completed | 2009-08-05 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-09-08 |
| Advisor (committee chair) |
Manis, Frank Andersen, Elaine |
| Advisor (committee member) | Kaiser, Elsi |
| Abstract | The research described in this thesis explores the role of phonology in Chinese word recognition from the perspective of phonetically-informed phonology. Specifically, it addresses the controversial question of whether Chinese readers use phonological information in Chinese word identification, an unresolved issue that has motivated numerous studies with conflicting results. In an online visual lexical decision task, 30 native Chinese-speaking participants were asked to (i) read stimuli from two frequency- and-complexity-matched groups of Chinese characters that varied in phonological complexity and phonetic duration; and (ii) to indicate whether they were real Chinese characters (as opposed to pseudo-characters included in the stimuli). The results show that readers differ in their use of phonological information, depending on their level of fluency, as determined by a Chinese reading fluency test (adapted from the Reading Fluency subtest of the Woodcock-Johnson Tests of Achievement-III): subjects whose fluency scores were in the top one-third had significantly longer latencies to the long-duration stimuli than to the short-duration stimuli, while subjects at lower reading fluency levels (i.e., below the top third) showed no significant differences in their reaction times to long-duration stimuli and short-duration stimuli. I interpret these findings to mean that activation of phonology in Chinese word recognition is contingent on a reader’s reading skills, that is, phonology is activated for readers of higher reading skills but not for readers of lower reading skills. It is suggested that the integration of phonology with other components of a word’s representation, which only readers of higher reading fluency level achieve, contributes to the involvement of phonology in Chinese word identification and that phonology is a “nurtured”, as opposed to automatic, element in Chinese word recognition. |
| Keyword | phonological activation; Chinese word recognition; reading fluency; phonetically-informed phonology |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2588 |
| Rights | Jiang, Zhisen |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Jiang-3199 |
| Archival file | uscthesesreloadpub_Volume32/etd-Jiang-3199.pdf |
Description
| Title | Page 1 |
| Full text | PHONOLOGICAL ACTIVATION IN CHINESE WORD RECOGNITION IS CONTIGENT ON READERS’ FLUENCY LEVEL: EVIDENCE FROM THE PERSPECTIVE OF PHONETICALLY-INFORMED PHONOLOGY by Zhisen Jiang ________________________________________________________________________ A Thesis Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS (PSYCHOLOGY) December 2009 Copyright 2009 Zhisen Jiang |
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