範疇化是語音感知的一個顯著特征，範疇化知覺能力在兒童早期語言發展中具有非常重要的作用，但到目前為止，範疇化知覺和早期閱讀的關係仍不明確。此外，絕大多數研究所關注的是西方拚音文字體係，漢語方麵的研究很少。本研究通過兩個相對獨立的實驗對最具漢語特色的語音特征——聲調範疇化知覺——進行考察，從而深入探討漢語兒童語音知覺、語音意識與早期閱讀的關係。
對於語音知覺和語音意識的關係，我們對5～7歲正常兒童以及對10歲正常和閱讀障礙兒童的研究都發現，識別曲線的斜率對語音意識的發展有直接影響。有研究考察了閱讀障礙組、年齡控製組和閱讀水平控製組三組兒童對輔音VOT的知覺能力與語音意識（McBride-Chang，1995）。結果發現，閱讀障礙兒童的知覺能力差於年齡控製組兒童，但是和閱讀水平控製組兒童沒有差異；同時，語音意識差的閱讀障礙兒童對VOT的範疇化知覺能力比兩個控製組兒童都要差，但是語音意識正常的閱讀障礙兒童則不存在知覺缺陷問題。基亞佩等人（Chiappe et al.，2001）比較了閱讀障礙和正常兒童在語音範疇化知覺、語音意識和多種閱讀技能任務上的表現，發現語音範疇化知覺能力的群體差異同時反映了語音意識的群體差異，說明語音知覺缺陷和閱讀障礙的語音意識缺陷具有重要的因果關聯。 有研究者以聲調和 VOT 識別曲線的斜率為語音範疇化知覺能力的指標，考察了閱讀障礙和正常兒童的語音知覺和語音加工技能（語音意識和快速命名）之間的關係，發現語音範疇化知覺可以預測語音加工技能（Cheung et al.，2009）。上述研究結果與本研究的發現一致，表明語音範疇化知覺和語音意識之間密切相關，語音知覺技能構成了語音意識發展所必需的成分。
對於語音知覺、語音意識與閱讀之間的關係，我們對5～7歲正常兒童以及對10歲正常和閱讀障礙兒童的研究都發現，語音知覺對早期閱讀的影響是通過語音意識的中介來實現的。語音知覺通過語音意識的中介作用影響閱讀在拚音文字係統中得到了廣泛證實，例如，沃森和米勒（Watson & Miller，1993）考察了 94 名大學生的語音能力、語音意識和閱讀能力，結構方程模型顯示語音知覺通過語音意識中介影響閱讀成績。對閱讀障礙兒童的研究也發現，語音型閱讀障礙兒童大多表現出較低的語音範疇化知覺能力（Manis et al.，1997；Joanisse et al.，2000；Ramus et al.，2003；Liu et al.，2009）。有研究人員通過分層回歸的方法，探討了語音知覺、語音加工技能和閱讀之間的關係，結果發現：在控製了語音範疇化知覺後，語音意識和數字快速命名都可以獨立預測三種閱讀任務（單詞閱讀、一分鍾朗讀和聽寫）；當言語感知最後一步進入回歸方程時，不論是輔音VOT，還是聲調的範疇化知覺，都不能獨立預測三種閱讀任務；但用語音範疇化知覺直接預測閱讀時，輔音VOT和聲調知覺都有顯著的預測作用（Cheung et al.，2009）。我們的研究結果與上述研究的發現是一致的，表明語音感知可以預測閱讀，但是其對閱讀的影響受到語音加工技能尤其是語音意識作用的調節。
除了行為任務以外，我們還采用腦電技術探討了聲調範疇化知覺能力與語音意識以及閱讀的關係。研究發現，與同齡的正常兒童相比，閱讀障礙兒童確實存在腦電活動異常，這一結果在本質上與拚音文字係統中閱讀障礙兒童感知輔音特征時存在聽覺失匹配負波的異常（Lepp?nen et al.，2002；Sharma et al.，2006）是一致的。但另一方麵，聽覺失匹配反應不但與閱讀不相關，與語音意識也不相關，這可能是因為聽覺失匹配負波主要反映的是前注意階段在較低加工層麵對聲音刺激自動化的辨別能力，語音意識反映的則是注意條件下對各種語音信息識別和操縱的能力。此外，漢語的音節結構簡單，閱讀過程中將口語與書麵文字結合時涉及的語音加工主要與音節意識有關（Shu et al.，2008），因此，聲母、韻母和聲調等音位水平的知覺編碼能力隻直接作用於語音水平的操作，然後再影響到閱讀。
很多關於漢語閱讀的研究都發現了語素的重要作用（Shu et al.，2006；李虹，等，2011），而在漢語中，語素與音節基本是一一對應的。因此，在未來的研究中，需要同時將語音各要素以及語素、正字法等多個因素考慮在內，考察不同變量對早期閱讀的貢獻，從而為探討漢語兒童閱讀能力的影響因素及其內在機製提供更豐富的信息。
摘要 Abstract
This study investigated the relationship between categorical perception of lexical tones and early reading development in Chinese children through two experiments.In experiment I, 172 children from kindergartens and elementary schools aged 5～7 years were tested on a battery including categorical perception of lexical tones, phonological awareness, working memory and character recognition.The results showed that (a) categorical perception and phonological awareness improved gradually with age, (b) categorical perception was highly correlated with phonological awareness, especially rime and syllable awareness, but not significantly correlated with character recognition.In experiment II, both behavioral and electrophysiological measures of categorical perception of lexical tones were taken to compare dyslexic children with age-matched controls.The results showed that (a) dyslexic children differed from age-matched controls in both the identification function and within- vs.across- category mismatch responses, (b) neither the behavioral nor the electrophysiological measures were significantly correlated with character recognition.Taken together, these results indicate that categorical perception of lexical tones does not directly affect Chinese character recognition and its role in early reading development is mediated by phonological awareness.
Keywords
category perception of lexical tone, phonological awareness, mismatch negativity, dyslexia, early reading
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[1] 北京語言大學語言科學院
[2] 北京師範大學認知神經科學與學習國家重點實驗室
[3] 中國民用航空局民用航空醫學中心
[4] 河北師範大學教育學院