科研之友
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摘要
The present study investigated the role of spelling in phonological variant processing. Participants learned the auditory forms of potential reduced variants of novel French words (e.g., /pluR/) and their associations with pictures of novel objects over 4 days. After the fourth day of training, the spelling of each novel word was presented once. Half the words were spelled with an orthographic representation of the schwa ( i.e., %26quot;e%26quot;), half were not. In the subsequent naming tasks, participants produced more schwa variants for novel words whose spelling contained an %26quot;e%26quot;. In addition, reduced variants with an %26quot;e%26quot; in spelling and an onset cluster attested word-internally in non-schwa words were produced with longer latencies than the same items whose spelling did not contain an %26quot;e%26quot;. Finally, in a recognition task where participants had to decide whether a given spoken item was part of the experimental stimuli trained the previous days, participants were more likely to say yes to a schwa variant when the spelling for the given word corresponded to this variant. These results show that a single exposure to spelling following extensive phonological learning can change the way speakers and listeners store and process words with phonological variants both in production and recognition tasks.
