RESUMEN
We examined whether morphological decomposition takes place in early stages of learning a novel language, and whether morphological structure (linear vs. non-linear) influences decomposition. Across four sessions, 41 native-Hebrew speakers learned morphologically derived words in a novel morpho-lexicon, with two complex conditions: linear and non-linear; and a third simple condition with monomorphemic words. Participants showed faster learning of trained words in the linear condition, and better generalization to untrained words for both complex conditions compared to the simple condition, with better performance for linear than non-linear morphology. Learning the root morpheme, which provides a concrete meaning, was better than learning template/suffix morphemes, which are more abstract. Overall, our results suggest that saliency of discrete units plays an important role in decomposition in early stages of learning derived words, even for speakers highly familiar with the non-linear structure in their L1.
Asunto(s)
Generalización Psicológica , Aprendizaje , Humanos , LenguajeRESUMEN
This study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of the words shared a meaning. Morpheme identity (same or different), whole-word semantic relatedness (high or low), orthography (same or different), and phonology (same or different) were manipulated. By Grade 6, children were able to focus on meaning similarities across morphemes while ignoring the distraction of form, but they remained influenced by whole-word semantic relatedness. Children's ability to overcome the distraction of phonology consistently improved with age, but did not reach ceiling, whereas the parallel ability for orthography reached ceiling at Grade 6. Morphological judgment performance was a significant unique predictor of reading comprehension when character naming and vocabulary knowledge were accounted for.