The relative time course of semantic and phonological activation in reading Chinese.

Xiaolin Zhou · William D. Marslen‐Wilson

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Reading and Literacy Development Second Language Acquisition and Learning Neurobiology of Language and Bilingualism

Abstract

The relative time course of semantic and phonological activation was investigated in the context of whether phonology mediates access to lexical representations in reading Chinese. Compound words (Experiment 1) and single-character words (Experiments 2 and 3) were preceded by semantic and phonological primes. Strong semantic priming effects were found at both short (57 ms) and long (200 ms) stimulus onset asynchrony (SOA), but phonological effects were either absent in lexical decision (Experiment 1), were present only at the longer SOA in character decision (Experiment 2) or were equally strong as semantic effects in naming (Experiment 3). Experiment 4 revealed facilitatory or inhibitory effects, depending on SOA, in phonological judgments to character pairs that were not phonologically but semantically related. It was concluded that, in reading Chinese, semantic information in the lexicon is activated at least as early and just as strongly as phonological information.

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References

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2015On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8‐year longitudinal study 1999Phonology, Orthography, and Semantic Activation in Reading Chinese 1999The nature of sublexical processing in reading Chinese characters.2009Simulating language-specific and language-general effects in a statistical learning model of Chinese reading 2022Universal and specific reading mechanisms across different writing systems

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