【摘要】：本研究運用理論分析,發(fā)現(xiàn)不同類型詞匯加工存在差異。從所代表事物的不同可以把詞匯分為具體性詞匯和抽象性詞匯。拼音文字研究發(fā)現(xiàn)加工具體性詞匯快于加工抽象性詞匯。中文有自身的特點,是否也存在具體性效應存在爭議,尤其,不同年齡段詞匯掌握的速度是否存在具體性的差異,不同性別的發(fā)展速度是否一樣等問題,沒有一致答案。本文關注隨著年齡的增長,不同性別之間是否存在具體性詞匯不同的發(fā)展趨勢。以中文雙字詞為實驗材料,用E-prime呈現(xiàn)刺激,記錄行為反應數據。從單獨詞呈現(xiàn)方式、句子中呈現(xiàn)方式,來探析具體性效應加工的年齡及性別差異。本研究共分為兩部分:單獨詞具體性效應的年齡與性別差異,句子中詞具體性效應的年齡與性別差異。實驗一考察單獨詞呈現(xiàn)時,具體性效應的年齡之間差異、性別之間差異。在詞匯判斷任務下,以詞性作為被試內變量,年級、性別作為被試間變量,屬于2(詞性:具體詞、抽象詞)×3(年級:2、4、6)×2(性別:男、女)三因素混合實驗設計。結果發(fā)現(xiàn),詞匯主效應顯著,驗證了具體性效應的存在。年級主效應顯著,證明了年級升高,詞匯掌握程度提高。性別之間主效應不顯著。詞匯與年級之間沒有交互作用,詞匯與性別之間沒有交互作用。結果提示我們,具體性效應在漢語詞匯獨立加工中存在,并且,年級與性別沒有出現(xiàn)具體性效應的分離。實驗二考查句子條件下,具體性效應的年齡之間差異、性別之間差異。在句子通順性判斷任務下,以詞性作為被試內變量,年級、性別作為被試間變量,屬于2(詞性:具體詞、抽象詞)×3(年級:2、4、6)×2(性別:男、女)三因素混合實驗設計。結果發(fā)現(xiàn),詞匯主效應顯著,驗證了具體性效應的句子條件下依然存在。年級主效應顯著,證明了年級升高,詞匯掌握程度提高。性別之間主效應顯著。沒有發(fā)現(xiàn)詞匯與年級之間的交互作用、詞匯與性別之間的交互作用。結果提示我們,具體性效應在漢語詞匯句子語境中加工時依然存在,并且,年級與性別沒有出現(xiàn)具體性效應的分離。根據以上的實驗結果和分析,我們得出以下結論:(1)漢語詞匯存在具體性效應,單獨詞呈現(xiàn)、句子中呈現(xiàn)都存在;(2)年齡制約詞匯掌握的速度和質量,在具體性上沒有出現(xiàn)分離;(3)性別之間獲得詞匯的進程存在差異,但在具體性上沒有分離;(4)詞匯具體性的優(yōu)勢在小學二年級已經出現(xiàn);(5)本研究結果支持雙編碼理論,沒有為語境有效性提供支持。
[Abstract]:This study uses theoretical analysis to find that there are differences in different types of vocabulary processing. Words can be divided into concrete words and abstract words according to the different things they represent. The study of phonetic characters found that processing concreteness words is faster than processing abstract words. Chinese has its own characteristics, whether there is concrete effect or not is controversial, especially, whether there are concrete differences in the speed of vocabulary acquisition in different age groups, whether the speed of development of different sexes is the same, and so on, there is no consistent answer to such questions as whether there is a concrete difference in the speed of vocabulary acquisition in different age groups. This paper focuses on whether there are different trends of concreteness vocabulary between different sexes with the increase of age. Using Chinese double-character words as experimental materials, E-prime was used to present stimuli and record behavioral response data. This paper explores the age and gender differences in the processing of concrete effect from the presentation mode of individual words and the way of presentation in sentences. This study is divided into two parts: the age and sex differences of word concreteness effect and the age and sex difference of word concreteness effect in sentences. Experiment one examines the age and sex differences of the concreteness effect when individual words are present. Under the task of lexical judgment, part of speech (part of speech) was used as the internal variable of the subjects, grade, gender as the inter-test variable, belonging to 2 (part of speech: specific words, abstract words) 脳 3 (grade 2, 4, 6) 脳 2 (gender: male, female) mixed experimental design. The results show that the main effect of vocabulary is significant, which proves the existence of concreteness effect. The main effect of grade is significant, which proves that grade increases and vocabulary mastery improves. The main effect between sexes was not significant. There is no interaction between vocabulary and grade, and there is no interaction between vocabulary and gender. The results suggest that the concreteness effect exists in the independent processing of Chinese vocabulary, and there is no separation of the concreteness effect between grade and gender. In experiment 2, the age and sex differences of concreteness effects were examined under sentence conditions. In the task of sentence comfort judgment, part of speech was used as the internal variable, grade, gender as the inter-test variable, belonging to 2 (part of speech: specific word, abstract word) 脳 3 (grade 2, 4, 6) 脳 2 (gender: male, male). Female) three-factor mixed experimental design. The results show that the main effect of vocabulary is significant, which proves that the concrete effect still exists under sentence conditions. The main effect of grade is significant, which proves that grade increases and vocabulary mastery improves. The main effect between sexes should be significant. No interaction was found between vocabulary and grade, nor between vocabulary and gender. The results suggest that the concreteness effect still exists in the context of Chinese lexical sentence processing, and there is no separation of the concreteness effect between grade and gender. According to the above experimental results and analysis, we draw the following conclusions: (1) there is a concrete effect in Chinese vocabulary; (2) Age restricts the speed and quality of vocabulary acquisition, and there is no specific separation, (3) there are differences in the process of vocabulary acquisition between the sexes, but there is no separation in the concreteness; (4) the advantage of lexical concreteness has already appeared in the second grade of primary school; (5) the results of this study support the theory of double coding, but do not provide support for the effectiveness of context.
【學位授予單位】：遼寧師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842

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本文編號：2467685