范畴化是语音感知的一个显著特征，范畴化知觉能力在儿童早期语言发展中具有非常重要的作用，但到目前为止，范畴化知觉和早期阅读的关系仍不明确。此外，绝大多数研究所关注的是西方拼音文字体系，汉语方面的研究很少。本研究通过两个相对独立的实验对最具汉语特色的语音特征——声调范畴化知觉——进行考察，从而深入探讨汉语儿童语音知觉、语音意识与早期阅读的关系。
对于语音知觉和语音意识的关系，我们对5～7岁正常儿童以及对10岁正常和阅读障碍儿童的研究都发现，识别曲线的斜率对语音意识的发展有直接影响。有研究考察了阅读障碍组、年龄控制组和阅读水平控制组三组儿童对辅音VOT的知觉能力与语音意识（McBride-Chang，1995）。结果发现，阅读障碍儿童的知觉能力差于年龄控制组儿童，但是和阅读水平控制组儿童没有差异；同时，语音意识差的阅读障碍儿童对VOT的范畴化知觉能力比两个控制组儿童都要差，但是语音意识正常的阅读障碍儿童则不存在知觉缺陷问题。基亚佩等人（Chiappe et al.，2001）比较了阅读障碍和正常儿童在语音范畴化知觉、语音意识和多种阅读技能任务上的表现，发现语音范畴化知觉能力的群体差异同时反映了语音意识的群体差异，说明语音知觉缺陷和阅读障碍的语音意识缺陷具有重要的因果关联。 有研究者以声调和 VOT 识别曲线的斜率为语音范畴化知觉能力的指标，考察了阅读障碍和正常儿童的语音知觉和语音加工技能（语音意识和快速命名）之间的关系，发现语音范畴化知觉可以预测语音加工技能（Cheung et al.，2009）。上述研究结果与本研究的发现一致，表明语音范畴化知觉和语音意识之间密切相关，语音知觉技能构成了语音意识发展所必需的成分。
对于语音知觉、语音意识与阅读之间的关系，我们对5～7岁正常儿童以及对10岁正常和阅读障碍儿童的研究都发现，语音知觉对早期阅读的影响是通过语音意识的中介来实现的。语音知觉通过语音意识的中介作用影响阅读在拼音文字系统中得到了广泛证实，例如，沃森和米勒（Watson & Miller，1993）考察了 94 名大学生的语音能力、语音意识和阅读能力，结构方程模型显示语音知觉通过语音意识中介影响阅读成绩。对阅读障碍儿童的研究也发现，语音型阅读障碍儿童大多表现出较低的语音范畴化知觉能力（Manis et al.，1997；Joanisse et al.，2000；Ramus et al.，2003；Liu et al.，2009）。有研究人员通过分层回归的方法，探讨了语音知觉、语音加工技能和阅读之间的关系，结果发现：在控制了语音范畴化知觉后，语音意识和数字快速命名都可以独立预测三种阅读任务（单词阅读、一分钟朗读和听写）；当言语感知最后一步进入回归方程时，不论是辅音VOT，还是声调的范畴化知觉，都不能独立预测三种阅读任务；但用语音范畴化知觉直接预测阅读时，辅音VOT和声调知觉都有显著的预测作用（Cheung et al.，2009）。我们的研究结果与上述研究的发现是一致的，表明语音感知可以预测阅读，但是其对阅读的影响受到语音加工技能尤其是语音意识作用的调节。
除了行为任务以外，我们还采用脑电技术探讨了声调范畴化知觉能力与语音意识以及阅读的关系。研究发现，与同龄的正常儿童相比，阅读障碍儿童确实存在脑电活动异常，这一结果在本质上与拼音文字系统中阅读障碍儿童感知辅音特征时存在听觉失匹配负波的异常（Lepp?nen et al.，2002；Sharma et al.，2006）是一致的。但另一方面，听觉失匹配反应不但与阅读不相关，与语音意识也不相关，这可能是因为听觉失匹配负波主要反映的是前注意阶段在较低加工层面对声音刺激自动化的辨别能力，语音意识反映的则是注意条件下对各种语音信息识别和操纵的能力。此外，汉语的音节结构简单，阅读过程中将口语与书面文字结合时涉及的语音加工主要与音节意识有关（Shu et al.，2008），因此，声母、韵母和声调等音位水平的知觉编码能力只直接作用于语音水平的操作，然后再影响到阅读。
很多关于汉语阅读的研究都发现了语素的重要作用（Shu et al.，2006；李虹，等，2011），而在汉语中，语素与音节基本是一一对应的。因此，在未来的研究中，需要同时将语音各要素以及语素、正字法等多个因素考虑在内，考察不同变量对早期阅读的贡献，从而为探讨汉语儿童阅读能力的影响因素及其内在机制提供更丰富的信息。
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] 北京语言大学语言科学院
[2] 北京师范大学认知神经科学与学习国家重点实验室
[3] 中国民用航空局民用航空医学中心
[4] 河北师范大学教育学院