The Effect Factors On Objective-Space Feature Bindings In Children With Chinese Spelling Difficulties

The study used the change detection paradigm and changed various kinds of interference to research the effect of interferences on objective-space feature bindings in children with Chinese spelling difficulties.This study consisted of three parts. The first part was to examine the global orthographical processing difference between tasks in children with spelling difficulties. The result shows that from the accuracy, there has significant differences between normal children and children with spelling difficulties. When it comes to the reaction time, there is no difference between them.The second part is to investigate the effect of orthographical coding difficulty on objective-space feature bindings in children with Chinese spelling difficulties. The results is that both normal children and the children with spelling difficulties show a higher rate of accuracy when under a high level of orthographical coding difficulty. Also, the children with spelling difficulties use less reaction time than normal children. But when the orthographical coding becomes more difficult, their reaction time has a significant improvement.The objective of the third experiment is to examine the phonetic cue effect on objective-space feature bindings in children with Chinese spelling difficulties. The result shows there has significant difference between the two groups in accuracy. At the same time, they performed better under the condition of no phonetic cue. As for the reaction time, the group main effect was not significant. But the children with spelling difficulties took longer time to respond the radical with phonetic cue.According to the experimental results, we concluded that children with spelling difficulties really showed defect on objective-space feature bindings, like the following.(1) Phonetic cues have a interference effect on the objective-space feature bindings coding performance, especially for the children with spelling difficulties.(2) During the objective-space feature bindings process, the change of orthographical coding difficulties have a great impact on the children with spelling difficulties.(3) The global orthographical did not show the promoting effect on the children with spelling difficulties.In summary, in process of the objective-space feature bindings, the children with spelling difficulties are more likely to be affected by phonetic cues,orthographical coding difficulties and global orthographical.