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The Ambiguous Morpheme Processing in Chinese Compound Word Recognition in Deaf Readers

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Publicado en:Behavioral Sciences vol. 15, no. 12 (2025), p. 1625-1643
Autor principal: Liu, Yang
Otros Autores: Zhang Mengfang, Wu, Yan
Publicado:
MDPI AG
Materias:
Compound words
Ambiguity
Reading processes
Event-related potentials
Lexical access
Lexical processing
Deafness
Word recognition
Knowledge
Orthographic similarity
Politics
Vocabulary instruction
Semantic processing
Decomposition
Priming
Orthography
Vocabulary development
Linguistics
Morphemes
Word meaning
Chinese languages
Semantics
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Resumen:This study used event-related potentials (ERPs) to examine how deaf individuals process ambiguous morphemes during Chinese compound word recognition in a masked priming lexical decision paradigm. Ambiguous morphemes were classified as balanced or biased, and two experiments employed a 3 × 2 within-subject design. Each morpheme’s two meanings served as both primes and targets. The independent variables were prime type (meaning1 vs. meaning2 vs. unrelated) and target type (meaning1 vs. meaning2), with meaning1 being the dominant meaning and meaning2 being the subordinate meaning for biased morphemes. In the N250 (sublexical processing), balanced morphemes showed a main effect of prime type: any orthographically similar prime elicited priming. In the N400 (semantic processing), an interaction of prime and target type emerged, with only contextually congruent meanings activated. For biased morphemes, interactions were observed across N250 and N400 stages. The dominant meaning was consistently activated: when the target was dominant, both meanings showed priming; when the target was subordinate, only the subordinate meaning produced priming. These results reveal a dissociation in how deaf readers process ambiguous morphemes: balanced morphemes rely on contextual information, whereas biased morphemes are influenced by meaning frequency. The findings provide novel insights into the temporal dynamics of morpheme-based lexical access in deaf Chinese readers, with implications for reading and vocabulary instruction.
ISSN:2076-328X
DOI:10.3390/bs15121625
Fuente:Science Database