非熟練雙語者聽覺條件下跨語言長時重復(fù)啟動效應(yīng)的研究
發(fā)布時間：2018-09-01 19:19
【摘要】：雙語表征系統(tǒng)包括詞匯表征和概念表征兩個水平，針對這兩種表征之間的聯(lián)系研究者提出三種表征模型，即詞匯連接模型、概念調(diào)節(jié)模型和修正等級模型。在支持這些模型的實證研究中，較少有在聽覺條件下呈現(xiàn)雙語字詞的研究，而本文旨在對雙語者聽覺通道輸入兩種語言信息進行研究，進一步充實并完善雙語者的雙語表征模型。此外，大量實證研究采用了翻譯、命名等外顯的實驗范式，被試能夠很容易意識到實驗意圖，因此可以通過意識努力并選擇某種適當?shù)姆椒ǎㄈ绶g實驗材料）用以把任務(wù)完成的更快更好。這樣獲得的研究結(jié)果可能會缺乏一定的信服力，因為被試所選策略可能才是產(chǎn)生跨語言效應(yīng)的主要原因，它干擾了實驗設(shè)計假設(shè)的語言認知過程。本研究采用跨語言長時重復(fù)啟動這一內(nèi)隱的實驗范式能有效排除這一干擾，更好地體現(xiàn)語言認知加工過程。 本研究包括三個實驗，實驗1選取60名非熟練中-英雙語者為被試，，探討在聽覺條件概念（語義）判斷任務(wù)下，能否發(fā)現(xiàn)跨語言長時重復(fù)啟動效應(yīng)，從而驗證非熟練中-英雙語者是否具有共享的概念表征；實驗2選取60名非熟練中-英雙語者為被試，探討在聽覺條件詞匯出聲任務(wù)下，能否發(fā)現(xiàn)跨語言長時重復(fù)啟動效應(yīng)，從而檢驗非熟練中-英雙語者詞匯表征是否分離；實驗3選取60名非熟練中-英雙語者為被試，探討在聽覺條件下學(xué)習(xí)階段概念判斷任務(wù)、測驗階段詞匯出聲任務(wù)的情況下，能否發(fā)現(xiàn)跨語言長時重復(fù)啟動效應(yīng)，從而進一步檢驗非熟練中-英雙語者的雙語表征模型是否符合詞匯連接模型。 本研究主要得出以下結(jié)論： 1、非熟練中-英雙語者在聽覺條件下概念判斷任務(wù)中存在跨語言長時重復(fù)啟動效應(yīng)，支持雙語概念表征共享的觀點。 2、非熟練中-英雙語者在聽覺條件下詞匯出聲任務(wù)中不存在跨語言長時重復(fù)啟動效應(yīng)，支持雙語詞匯表征分離的觀點。 3、非熟練中-英雙語者在聽覺條件下對學(xué)習(xí)階段概念判斷任務(wù)、測驗階段詞匯出聲任務(wù)中表現(xiàn)出跨語言長時重復(fù)啟動效應(yīng)，支持詞匯連接模型。
[Abstract]:Bilingual representation system consists of two levels: lexical representation and conceptual representation. Aiming at the relationship between these two representations, three representation models, namely, lexical connection model, conceptual adjustment model and modified hierarchy model, are proposed. In the empirical studies supporting these models, there are few studies on bilingual words under auditory conditions. The purpose of this paper is to study the bilingual auditory channel input of two languages. Further enrich and improve the bilingual representation model of bilinguals. In addition, a large number of empirical studies have adopted explicit experimental paradigms such as translation, naming, and so on. The participants can easily realize the intention of the experiment. Therefore, the task can be accomplished faster and better through conscious effort and selection of appropriate methods (such as translating experimental materials). The results may not be convincing because the strategies chosen by the subjects may be the main reason for the cross-language effect which interferes with the cognitive process of the experimental design hypothesis. In this study, the implicit experimental paradigm of long time repetition across languages can effectively eliminate this interference and better reflect the process of language cognitive processing. The present study consists of three experiments. In experiment 1, 60 unskilled Chinese and English bilinguals were selected as subjects to explore whether cross-language repetitive priming effect could be found under the task of auditory conditional concept (semantic) judgment. In experiment 2, 60 unskilled Chinese-English bilinguals were selected as subjects to explore whether the cross-language repeated priming effect could be found in the context of auditory conditioned vocabularies. In experiment 3, 60 unskilled Chinese and English bilinguals were selected as subjects to explore the conceptual judgment task in learning stage and the vocabularies task in test stage. Can we find the long-time repeated priming effect of cross-language, so as to further test whether the bilingual representation model of unskilled Chinese-English bilinguals conforms to the lexical connection model? The main conclusions of this study are as follows: 1. In the conceptual judgment task of unskilled Chinese-English bilinguals under auditory conditions, there is a cross-language long-time repetitive priming effect. Support for bilingual conceptual representation sharing. 2. In unskilled Chinese-English bilinguals, there is no cross-language and long-time repetitive priming effect in auditory vocabularies. Third, the unskilled Chinese-English bilinguals had the task of judging the concept of the learning stage under auditory conditions, and the vocabularies in the test stage showed a cross-language and long-time repetitive priming effect. Support for lexical join models.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H09
[Abstract]:Bilingual representation system consists of two levels: lexical representation and conceptual representation. Aiming at the relationship between these two representations, three representation models, namely, lexical connection model, conceptual adjustment model and modified hierarchy model, are proposed. In the empirical studies supporting these models, there are few studies on bilingual words under auditory conditions. The purpose of this paper is to study the bilingual auditory channel input of two languages. Further enrich and improve the bilingual representation model of bilinguals. In addition, a large number of empirical studies have adopted explicit experimental paradigms such as translation, naming, and so on. The participants can easily realize the intention of the experiment. Therefore, the task can be accomplished faster and better through conscious effort and selection of appropriate methods (such as translating experimental materials). The results may not be convincing because the strategies chosen by the subjects may be the main reason for the cross-language effect which interferes with the cognitive process of the experimental design hypothesis. In this study, the implicit experimental paradigm of long time repetition across languages can effectively eliminate this interference and better reflect the process of language cognitive processing. The present study consists of three experiments. In experiment 1, 60 unskilled Chinese and English bilinguals were selected as subjects to explore whether cross-language repetitive priming effect could be found under the task of auditory conditional concept (semantic) judgment. In experiment 2, 60 unskilled Chinese-English bilinguals were selected as subjects to explore whether the cross-language repeated priming effect could be found in the context of auditory conditioned vocabularies. In experiment 3, 60 unskilled Chinese and English bilinguals were selected as subjects to explore the conceptual judgment task in learning stage and the vocabularies task in test stage. Can we find the long-time repeated priming effect of cross-language, so as to further test whether the bilingual representation model of unskilled Chinese-English bilinguals conforms to the lexical connection model? The main conclusions of this study are as follows: 1. In the conceptual judgment task of unskilled Chinese-English bilinguals under auditory conditions, there is a cross-language long-time repetitive priming effect. Support for bilingual conceptual representation sharing. 2. In unskilled Chinese-English bilinguals, there is no cross-language and long-time repetitive priming effect in auditory vocabularies. Third, the unskilled Chinese-English bilinguals had the task of judging the concept of the learning stage under auditory conditions, and the vocabularies in the test stage showed a cross-language and long-time repetitive priming effect. Support for lexical join models.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H09
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