本文選題：熟練雙語(yǔ)者 + 錯(cuò)誤記憶��； 參考：《新疆師范大學(xué)》2014年碩士論文

【摘要】：研究雙語(yǔ)者的錯(cuò)誤記憶對(duì)理解其產(chǎn)生機(jī)制以及驗(yàn)證雙語(yǔ)概念表征方式有重要意義，而相比于單語(yǔ)者，對(duì)其的研究還很少。 本研究的主要目的是結(jié)合詞表的呈現(xiàn)方式(視覺和聽覺)探討熟練維-漢雙語(yǔ)者的錯(cuò)誤記憶在不同的加工偏向下有何變化。我們采用DRM范式，設(shè)計(jì)了兩個(gè)研究四個(gè)實(shí)驗(yàn)，研究一探討視覺和聽覺學(xué)習(xí)中的錯(cuò)誤記憶在強(qiáng)調(diào)字面加工條件下(測(cè)驗(yàn)詞語(yǔ)只有在學(xué)習(xí)階段用同一種語(yǔ)言呈現(xiàn)過(guò)，才能將其再認(rèn)為學(xué)過(guò)的詞語(yǔ))能否產(chǎn)生跨語(yǔ)言效應(yīng)，以及視聽兩種學(xué)習(xí)條件下的錯(cuò)誤記憶有何差異；研究二探討視覺和聽覺學(xué)習(xí)中的錯(cuò)誤記憶在強(qiáng)調(diào)要義加工條件下(測(cè)驗(yàn)詞語(yǔ)只要與學(xué)習(xí)詞語(yǔ)意思相同，無(wú)論是否用同一語(yǔ)言呈現(xiàn)，即可再認(rèn)為學(xué)過(guò)的詞語(yǔ))能否產(chǎn)生跨語(yǔ)言效應(yīng)、視聽兩種學(xué)習(xí)條件下的錯(cuò)誤記憶有何差異以及與研究一對(duì)比有何變化。四個(gè)實(shí)驗(yàn)均為2（學(xué)習(xí)和測(cè)驗(yàn)的語(yǔ)言：相同語(yǔ)言、不同語(yǔ)言）×3（測(cè)驗(yàn)詞語(yǔ)類型：學(xué)過(guò)詞語(yǔ)、關(guān)鍵誘餌、無(wú)關(guān)詞語(yǔ)）兩因素被試內(nèi)實(shí)驗(yàn)設(shè)計(jì)，因變量為被試的再認(rèn)成績(jī)，包括學(xué)過(guò)詞語(yǔ)的正確再認(rèn)率、關(guān)鍵誘餌和無(wú)關(guān)詞語(yǔ)的錯(cuò)誤再認(rèn)率。 研究得到以下結(jié)果： （1）在強(qiáng)調(diào)字面加工條件下，無(wú)論視覺學(xué)習(xí)還是聽覺學(xué)習(xí)，維吾爾語(yǔ)的錯(cuò)誤記憶均存在跨語(yǔ)言效應(yīng)，表現(xiàn)為相同語(yǔ)言高于不同語(yǔ)言。漢語(yǔ)的錯(cuò)誤記憶在視覺學(xué)習(xí)條件下存在跨語(yǔ)言效應(yīng)，表現(xiàn)為相同語(yǔ)言高于不同語(yǔ)言，，但在聽覺學(xué)習(xí)條件下不存在跨語(yǔ)言效應(yīng)。 （2）在強(qiáng)調(diào)要義加工條件下，無(wú)論視覺學(xué)習(xí)還是聽覺學(xué)習(xí)，維吾爾語(yǔ)和漢語(yǔ)的錯(cuò)誤記憶均存在跨語(yǔ)言效應(yīng)，維吾爾語(yǔ)均為相同語(yǔ)言高于不同語(yǔ)言，而漢語(yǔ)則為相同語(yǔ)言與不同語(yǔ)言相當(dāng)。 （3）在強(qiáng)調(diào)字面加工條件下，無(wú)論維吾爾語(yǔ)還是漢語(yǔ)，視覺學(xué)習(xí)條件下的錯(cuò)誤記憶與聽覺學(xué)習(xí)的相當(dāng)；在強(qiáng)調(diào)語(yǔ)義加工條件下，無(wú)論維吾爾語(yǔ)言還是漢語(yǔ)，視覺學(xué)習(xí)條件下的錯(cuò)誤記憶卻低于聽覺學(xué)習(xí)。 （4）無(wú)論維吾爾語(yǔ)還是漢語(yǔ)，當(dāng)學(xué)習(xí)和測(cè)驗(yàn)語(yǔ)言不同時(shí)，字面加工條件下的錯(cuò)誤記憶低于要義加工條件下。
[Abstract]:It is important to study the false memory of bilinguals to understand the mechanism of their generation and to verify the representation of bilingual concepts, but there is little research on them compared with monolinguals. The main purpose of this study is to explore the changes of false memory of skilled Uygur-Chinese bilinguals under different processing biases combined with lexical presentation (visual and auditory). Using DRM paradigm, we designed two studies and four experiments. First, we explored false memory in visual and auditory learning under the condition of emphasizing literal processing (test words were presented in the same language only in the learning stage). Whether it can produce cross-language effect and the difference of false memory between audio-visual learning and audio-visual learning; The second study explored false memory in visual and auditory learning under the condition of emphasis on meaning processing (test words as long as they have the same meaning as the learning words, whether or not they are presented in the same language or not). Whether the learned words can produce cross-language effect, what is the difference of false memory between audio-visual learning and audio-visual learning, and what is the change compared with the study. The four experiments were designed as 2 (language of study and test: the same language, different language) 脳 3 (type of test words: learned words, key bait, irrelevant words). The dependent variable was the recognition score of the subjects. It includes correct recognition rate of learned words, key bait and false recognition rate of irrelevant words. The results of the study were as follows: 1) under the condition of emphasizing literal processing, the false memory of Uygur language has cross-language effect, both visual and auditory learning, which shows that the same language is higher than different language. There is cross-language effect in Chinese false memory under visual learning conditions, which shows that the same language is higher than different languages, but there is no cross-language effect in auditory learning. (2) under the condition of emphasis on meaning processing, both Uygur and Chinese have cross-language effects in both visual and auditory learning. Uygur language is higher than other languages in the same language. Chinese is the same language as different languages. (3) under the condition of emphasizing literal processing, both Uygur and Chinese, the false memory in visual learning is equal to that in auditory learning, and under the condition of emphasizing semantic processing, whether Uygur or Chinese, The false memory of visual learning is lower than that of auditory learning. No matter Uygur or Chinese, the false memory in literal processing is lower than that in semantic processing when learning and testing languages are different.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842.3

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本文編號(hào)：1893022