過去研究已支持組字知識中之部件位置知識與型構知識在中文字彙判斷作業中扮演重要角色，以及學童字彙學習的能力會隨著閱讀技巧與識字量提升而增加。但是，過去研究缺少系統性探討識字量如何提升組字覺識表現。本研究以兩種學習機制─連結學習與跨情境學習，解釋識字量與組字覺識中部件頻率與部件位置合法性之關係。本研究以部件位置合法性與型構為自變項，控制四種部件位置頻率，探討以中文為母語之三、六年級以及大學生在字彙判斷作業上之差異，並記錄受試者之正確率、反應時間以及眼動反應。實驗一檢驗部件位置合法性與部件位置頻率在組字覺識選擇作業的影響；實驗發現：(1)頻率效果，受試者在高頻部件表現較低頻部件好；(2)部件位置合法性效果，受試者在部件位置合法性差異大的情況下表現最好；(3)年齡效果，隨年齡增加受試者之表現越好，且識字量與組字覺識呈正相關。實驗二利用眼動儀記錄受試者在做字彙判斷作業下結構與部件位置合法性的影響，結果顯示：(1)三、六年級學童在做字彙判斷作業時受到型構的影響，左右結構表現較上下結構好，但大學生不受型構的影響；(2)眼動軌跡與反應時間反應字彙判斷作業中部件特性之效果，受試者凝視部件位置不合法字較部件位置合法字長。實驗三操弄不同指導語檢驗受試者是否以部件位置合法性為標準完成字彙判斷作業，實驗發現，受試者在做字彙判斷作業時，除了部件位置合法性以外，可能也會考慮部件功能的影響。本研究結果支持以連結學習與跨情境學習來解釋中文字彙學習中部件位置合法性與型構之發展。

Orthographic knowledge in terms of radical position and configuration are acknowledged to influence Chinese character recognition. It is widely accepted that lexical access ability progresses as reading skills and vocabulary increased. The present study proposed two learning mechanisms to explain the relation between vocabulary and orthographic awareness. Experiment 1 manipulated radical position frequency and character-like distance to examine the effects of the legality of the two properties on character recognition. In Experiment 2 the effects of orthographic and configuration information on Chinese character recognition were investigated with comparing eye movement from a developmental perspective. Experiment 3 investigated whether different instructors affect orthography perception. Results show (a) a radical position frequency effect on orthographic awareness; (b) children can identify radical position legality; (c) the ability of radical position awareness turns into stable through the experience of character recognition growing; (d) eye movement patterns could be taken as useful indicators that radical properties involved the processes of Chinese character recognition; (e) two different configurations lead to different eye movement patterns. The results support that associative learning and cross-situational learning can explain the development of radical position legality and configuration.

黃秀霜 (2000)：《中文年級認字量表》。台北: 心理。
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Baron, J. (1979). Orthographic and word-specific knowledge in children's reading of words. Child Development, 50, 60-72.
Beijing language college (1986). Modern Chinese Frequency Dictionary. Beijing: Beijing Language College Press.
Berninger, V. W. (1994a). Reading and writing acquisition: A developmental neuropsychological perspective. Madison, WI: Brown & Benchmark.
Berninger, V. W., Abbott, R. D., Nagy, W., & Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of Psycholinguistic Research, 39(2), 141-163.
Bukach, C. M., Bub, D. N., Gauthier, I., & Tarr, M. . (2006). Perceptual expertise effects are not all or none: Spatially limited perceptual expertise for faces in a case of prosopagnosia. Journal of Cognitive Neuroscience, 18(1), 48-63.
Bybee, Joan L., & Hopper, Paul. (2001). Frequency and the emergence of linguistic structure. Amsterdam: Jоhn Bеnjamins.
Carlisle, J. F. (2007). Fostering morphological processing, vocabulary development, and reading comprehension. In R. K. Wagner, A. E. Muse & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 78-103). New York: Guilford Press.
Chang, L. Y. (2010). Analysis of variance in the configuration task and radical position task of Spanish and Thai CSL learners in different visual-spatial orthographic backgrounds. (Master), National Taiwan Normal University, Taiwan.
Chen, H. C., Chang, L. Y., Chiou, Y. S., Sung, Y. T., & Chang, K. E. (2011). Chinese orthography database and its application in teaching Chinese characters. Bulletin of Educational Psychology, 43(Special Issue on Reading), 269-290.
Chen, H. C., Lau, W. Y. L., & Wong, K. F. E. (1998). Reading Chinese: Implications from characte r reading times and ey e movements. Paper presented at the First International Worksho p of Writing Language Processing, Sydney.
Chen, S. C. (2008). Neighborhood characteristics and phonetic-sound correspondence of Chinese characters. Chinese Journal of Psychology, 50(3), 223 - 239.
Chen, Y. C., & Yeh, S. L. (2009). Radical representation in models of Chinese character recognition. Research in Applied Psychology(43), 177-205.
Chen, Y. P., Allport, D. A., & Marshall, J. C. (1996). What are the functional orthographic units in Chinese word recognition: The stroke or the stroke pattern? The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 49(4), 1024-1043.
Cheng, C. M. (1981). Perception of Chinese characters. Acta Psychologica Taiwanica, 23, 137-154.
Cohen, M. E., & Ross, L. E. (1978). Latency and accuracy characteristics of saccades and corrective saccades in children and adults. Journal of Experimental Child Psychology, 26, 517-527.
Corcos, E., & Willows, D. (1993). The role of visual processing in good and poor readers' utilization of orthographic information in letter strings. In S. F. Wright & R. Groner (Eds.), Facets of dyslexia and its remediation (pp. 95-106). Amsterdam: North-Holland.
DeFrancis, J. (1984). The Chinese Language: Fact and Fantasy. Honolulu, HI: University of Hawaii Press.
DeFrancis, J. (1989). Visible Speech: The Diverse Oneness of Writing Systems. Honolulu, HI: University of Hawaii Press.
Ding, G., Peng, D., & Taft, M. (2004). The nature of the mental representation of radicals in Chinese: A priming study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(2), 530-539.
Feldman, L. B., & Siok, Witina W. T. (1999a). Semantic radicals contribute to the visual identification of Chinese characters. Journal of Memory and Language, 40(4), 559-576.
Feldman, L. B., & Siok, Witina W.T. (1997). The role of component function in visual recognition of Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(3), 776-781.
Feldman, L. B., & Soltano, E. G. . (1999b). Morphological priming: The role of prime duration, semantic transparency and affix position. Brain and Language, 68, 33-39.
Feng, G., Miller, K., Shu, H., & Zhang, H. (2001). Rowed to recovery: The use of phonological and orthographic information in reading Chinese and English. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 1079-1100.
Feng, G., Miller, K., Shu, H., & Zhang, H. (2009). Orthography and the development of reading processes: An eye-movement study of Chinese and English. Child Development, 80(3), 720-735.
Fischer, B., Biscaldi, M., & Gezeck, S. (1997). On the development of voluntary and reflexive components in human saccade generation. Brain Research, 754(1-2), 285-297.
Flores, d'Arcais, G. B., Saito, H., & Kawakami, M. (1995). Phonological and semantic activation in reading Kanji characters. Journal of Experimental Psychology Learning Memory and Cognition 21, 34-42.
Fukushima, J., Hatta, T., & Fukushima, K. (2000). Development of voluntary control of saccadic eye movements: I. Age-related changes in normal children. Brain and Development, 22(3), 173-180.
Han, B. X. (1994). Frequency effect of consistent in Chinese character recognition. In Q. C. Jing, H. C. Zhang & D. L. Peng (Eds.), Information processing of Chinese language. Beijing Normal University Publishing Co.
Hebb, D. O. (1949). The Organization of Behavior. New York: Wiley & Sons.
Ho, C. S.-H., & Bryant, P. (1999). Different visual skills are important in learning to read English and Chinese. Educational and Child Psychology, 16, 4-14.
Ho, C. S.-H., Ng, T. T., & Ng, W. K. (2003). A 'Radical' Approach to Reading Development in Chinese: The Role of Semantic Radicals and Phonetic Radicals. Journal of Literacy Research, 35(3), 849-878.
Ho, C. S.-H., Yau, P. W.-Y., & Au, A. (2003). Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children. In C. McBride-Chang & H.-C. Chen (Eds.), Reading development in Chinese children (pp. 51-71). London: Praeger.
Hsiao, J. H., & Cottrell, G. W. (2009). Not all visual expertise is holistic, but it may be leftist: The case of Chinese character recognition. Psychological science, 20(4), 455-463.
Inhoff, A. W., & Radach, R. (1998). Definition and computation of oculomotor measures in the study of cognitive processes. Elsevier Science Ltd.
Juhasz, B. J., & Rayner, K. (2003). Investigating the effects of a set of intercorrelated variables on eye fixation durations in reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29(6), 1312-1318.
Juhasz, B. J., & Rayner, K. (2006). The role of age of acquisition and word frequency in reading: Evidence from eye fixation durations. Visual Cognition, 13, 846-863.
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87(4), 329-354.
Kail, R. (1986). Sources of age differences in speed of processing. Child Development, 57, 969-987.
Klein, C., & Foerster, F. (2001). Development of prosaccade and antisaccade task performance in participants aged 6 to 26 years. Psychophysiology, 38(2), 179-189.
Ku, Y. M., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing, 16(5), 399-422.
Li, G. Y. et al. (1988). Hanzi xinxi zidian [A dictionary of Chinese character information]. Beijing: Science Press.
Li, H., & Chen, H. C. (1997). Processing of radicals in Chinese character recognition. In H. C. Chen (Ed.), Cognitive processing of Chinese and related Asia languages (pp. 141-160). Hong Kong: Chinese University Press.
Li, H., Peng, H., & Shu, H. (2006). A study on the emergence and development of Chinese orthographic awareness in preschool and school children. Psychological Development and Education, 1, 35-38.
Liversedge, S. P., & Findlay, J. M. (2000). Saccadic eye movements and cognition. Trends in cognitive sciences, 4(1), 6-14.
Lo, M., Hue, C. W., & Tsai, F. Z. (2007). Chinese readers' knowledge of how Chinese orthography represents phonology. Chinese Journal of Psychology, 49(4), 315-334.
McBride-Chang, C., Cho, J. R., Liu, H., Wagner, R. K., Shu, H., Zhou, A., . . . Muse, A. (2005). Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology, 92(2), 140-160.
McBride-Chang, C., & Ho, Connie S.-H. (2000). Developmental issues in Chinese children's character acquisition. Journal of Educational Psychology, 92(1), 50-55.
McCleery, J. P., Zhang, L., Ge, L., Wang, Z., Christiansen, E. M., Lee, K., & Cottrell, G. W. (2008). The roles of visual expertise and visual input in the face inversion effect: Behavioral and neurocomputational evidence. Vision Research, 48(5), 703-715.
McConkie, G. W., Zola, D., Grimes, J., Kerr, P. W., Bryant, N. R., & Wolff, P. M. (1991). Children’s eye movements during reading. In J. F. Stein (Ed.), Vision and visual dyslexia (pp. 251-262). Boston: CRC Press.
Nelson, K. (1996). Language in cognitive development: The emergence of the mediated mind. Cambridge, UK: Cambridge University Press.
Peng, D., Li, Y. P., & Yang, H. (1997). Orthographic processing in the identification of Chinese characters. In H. C. Chen (Ed.), Cognitive processing of Chinese and related Asia languages (pp. 85-108). Hong Kong: Chinese University Press.
Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. B. Gough, L. C. Ehri & R. Treiman (Eds.), Reading Acquisition (pp. 145-174). Hillsdale, NJ: Lawrence Erlbaum Associates.
Rayner, K. (1986). Eye movements and the perceptual span in beginning and skilled readers. Journal of Experimental Child Psychology, 41(2), 211-236.
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372-422.
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457-1506.
Rayner, K., Sereno, S. C., & Raney, G. E. (1996). Eye movement control in reading: A comparison of two types of models. Journal of Experimental Psychology: Human Perception and Performance, 22, 1188-1200.
Robbins, R., & McKone, E. (2003). Can holistic processing be learned for inverted faces? Cognition, 88(1), 79-107.
Salman, M. S., A., Sharpe J., M., Eizenman, L., Lillakas, C., Westall, To T., . . . J., Steinbach M. (2006). Saccades in children. Vision Research, 46, 1432-1439.
Schilling, H. E. H. , Rayner, K., & Chumbley, J. I. (1998). Comparing naming, lexical decision, and eye fixation times: Word frequency effects and individual differences. Memory and Cognition, 26(6), 1270-1281.
Shu, H. , & Anderson, R. C. (1999). Learning to read Chinese: The development of metalinguistic awareness. In J. Wang, A. W. Inhoff & H. C. Chen (Eds.), Reading Chinese Script: A Cognitive Analysis (pp. 1-18). Mahwah, NJ: Erlbaum.
Shu, H., Chen, Xi, Anderson, R. C., Wu, N. N., & Xuan, Y. (2003). Properties of School Chinese: Implications for Learning to Read. Child Development, 74(1), 27-47.
Siok, Witina W. T., & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37(6), 886-899.
Taft, M., & Zhu, X. (1997). Submorphemic processing in reading Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(3), 761-775.
Taft, M., Zhu, X., & Peng, D. (1999). Positional specificity of radicals in Chinese character recognition. Journal of Memory and Language, 40, 498–519.
Tan, L. H., Spinks, J. A., Eden, G., Perfetti, C. A., & Siok, Witina W. T. (2005). Reading depends on writing, in Chinese. Proceedings of the National Academy of Sciences of the United States of America, 102(24), 8781-8785.
Treiman, R. (1993). Beginning to spell. New York: Oxford University Press.
Vellutino, F. R., Scanlon, D. M., & Tanzman, M. S. (1994). Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 279-332). Baltimore, MD, US: Paul H Brookes Publishing.
Wang, Hsueh-Cheng, Schotter, Elizabeth R., Angele, Bernhard, Yang, Jinmian, Simovici, Dan, Pomplun, Marc, & Rayner, Keith. (2013). Using singular value decomposition to investigate degraded Chinese character recognition: evidence from eye movements during reading. Journal of Research in Reading, 36, S35-S50.
Wang, M., Perfetti, C. A., & Liu, Y. (2005). Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97(1).
Wong, A. C.-N., & Gauthier, I. (2006). An analysis of letter expertise in a levels-ofcategorization framework. Visual Cognition, 15(7), 854-879.
Wong, K. F. E., & Chen, H. C. (1999). Orthographic and phonological processing in reading chinese text: Evidence from eye fixation. Language and Cognitive Processes, 14(5), 461-480.
Yeh, S. L. (2000). Structure detection of Chinese characters: Visual search slopes as an index of similiarity between different-structured characters. Chinese Journal of Psychology, 42(2), 191-216.
Yeh, S. L., & Li, J. L. (2002). Role of structure and component in judgments of visual similarity of Chinese characters. Journal of Experimental Psychology: Human Perception and Performance, 28(4), 933-947.
Yeh, S. L., Li, J. L., & Chen, I. P. (1997). The perceptual dimensions underlying the classification of the shapes of Chinese characters. Chinese Journal of Psychology, 39(1), 47-74.
Yeh, S. L., Li, J. L., & Chen, K. M. (1999). Classification of the shapes of Chinese characters: Verification by different predesignated categories and varied sample sizes. Chinese Journal of Psychology, 41(1), 65-85.
Yeh, S. L., Li, J. L., Takeuchi, Tatsuto, Sun, Vincent, & Liu, Wen-Ren. (2003). The role of learning experience on the perceptual organization of Chinese characters. Visual Cognition, 10(6), 729-764.
Yeh, S. L., Lin, Y. H., & Li, J. L. (2004). Role of character structure in judgments of visual similarity of Chinese characters for children in elementary school. Journal of Education and Psychology, 27(1), 93 - 115.
Yu, B. L., Feng, L., Cao, H. Q., & Li, W. (1990). Visual perception of Chinese characters: Effect of perceptual task and Chinese character attributes. Acta Psychologica Sinica, 2, 113-117.
Yu, C. (2008). A statistical associative account of vocabulary growth in early word learning. Language Learning and Development, 4, 32-62.
Yu, C., & Smith, L. B. (2012). Modeling cross-situational word-referent learning: Prior questions. Psychological Review, 119(1), 21-39.
Zhang, J. Q. (2008). The formation and development of Chinese orthographic awareness of learners of Chinese Indonesians. Applied Linguistics, 2, 116 - 122.