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首页> 外文期刊>Journal of communication disorders >Lexicalization of idioms in urban fifth graders: a reaction time study.
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Lexicalization of idioms in urban fifth graders: a reaction time study.

机译：城市五年级学生成语的词汇化：反应时间研究。

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摘要

Idioms are an important aspect of language that comprises a sizeable portion of our vocabulary. However, lexical access research has largely been limited to understanding how literal words are accessed and processed in the mental lexicon. Adult data show that idioms are quickly accessed from the lexicon and are likely processed as long words [J. Verbal Learn. Verbal Behav. 18 (1979) 523]. The purpose of this study was to examine lexicalization of idioms in a group of school-aged children. Using a phrase classification design, this research tested the Lexical Representation Hypothesis [J. Verbal Learn. Verbal Behav. 18 (1979) 523] in 19 urban fifth graders (5 boys, 14 girls; M age=10.16 years). On a computer, the students classified 54 phrases, including 24 idioms (high, moderate, and low familiarity [J. Speech Hear. Res. 36 (1993) 728]), 24 grammatical control word strings and 6 unrelated foils as either idioms or nonidioms. The idioms were identified with 62% accuracy. Unexpectedly, the boys tended toshow higher rates of accuracy than the girls. Response latencies were shorter on the idioms compared to the controls and high familiarity idioms were processed faster than moderate and low familiarity idioms. These findings provide developmental data for lexicalization of idioms and the relationship between lexicalization and familiarity.AT THE CONCLUSION OF THIS ARTICLE, THE READER WILL BE ABLE TO: (1) discuss the various theories of idiom access and processing, (2) discuss how lexical access relates to idiom knowledge in school-aged children, and (3) consider the association between lexical access and familiarity relative to idiom comprehension in school-aged children.
机译：习语是语言的重要方面，占我们词汇量的很大一部分。但是，词汇访问研究在很大程度上局限于了解如何在心理词典中访问和处理文字。成人数据显示，成语可以从词典中快速访问，并且很可能被当作长字处理[J.口头学习。言语行为。 18（1979）523]。这项研究的目的是检查一组学龄儿童的成语词汇化。使用短语分类设计，本研究测试了词汇表征假说[J。口头学习。言语行为。 18（1979）523]在19个城市五年级学生中（5个男孩，14个女孩; M年龄= 10.16岁）。在计算机上，学生将54个短语分类，包括24个成语（高，中，低熟悉度[J. Speech Hear。Res。36（1993）728]），24个语法控制词串和6个无关的箔纸作为成语或成语。习语。识别成语的准确性为62％。出乎意料的是，男孩往往显示出比女孩更高的准确率。与对照组相比，该习惯用语的反应潜伏期短，并且高度熟悉的习惯用语的处理速度快于中等和低熟悉度的习惯用语。这些发现为成语的词汇化以及词汇化和熟悉之间的关系提供了发展数据。在本文章的结论中，读者将能够：（1）讨论成语访问和处理的各种理论，（2）讨论词汇如何访问与学龄儿童的成语知识有关，（3）考虑词汇访问与相对于学龄儿童成语理解的熟悉程度之间的关联。

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