Graphic,Phonological and Semantic Priming in Chinese Character Recognition in Dyslexic Children / 中国心理卫生杂志

ABSTRACT

Objective:To explore differences of graphic,phonological and semantic priming in Chinese character recognition between dyslexic children and normal children.Method:A priming paradigm was used to facilitate subjects to complete a lexical decision task.The differences of reaction time,priming effect and error rate between dyslexic children and normal children were analyzed.Results:The baseline adjusted facilitations of graphic,phonological and semantic priming in character recognition in dyslexic children were-0.010,-0.010,and 0.001 respectively.The dyslexic children even showed inhibition in graphic and phonological prime conditions.For the age control group the facilitations under the three prime conditions were 0.026,0.026 and 0.022.As for the reading level control group,results were 0.062,0.058 and 0.031 respectively.The differences of priming effects between dyslexic children and normal children were significant,especially in graphic and phonological priming conditions.The possible order of the three priming effects(from high to low)was:graphic,phonological and semantic.The interactions between reading ability and priming were not significant.Conclusion:Results from the present study suggest that there is a general deficit in graphic and phonological processing in character recognition in Chinese dyslexic children.This phenomenon can be interpreted by the connectionist model.