【摘要】：使用跨語言重復(fù)啟動實驗范式,考察非熟練蒙-英雙語者蒙語與英語的語義表征和詞匯表征的特點(diǎn).語義判斷任務(wù)實驗表明,被試在測驗階段對學(xué)習(xí)階段學(xué)過詞的判斷反應(yīng)時顯著快于未學(xué)習(xí)過的(p0.05),即在同語言條件下和跨語言條件下均出現(xiàn)了長時重復(fù)啟動效應(yīng).詞匯判斷任務(wù)實驗表明,同語言條件下學(xué)過比未學(xué)過的反應(yīng)時快(p0.05),出現(xiàn)長時重復(fù)啟動效應(yīng);跨語言條件下學(xué)與未學(xué)反應(yīng)時無差異(p0.05),未獲得長時重復(fù)啟動效應(yīng).對于非熟練蒙-英雙語者來說,實驗結(jié)果支持概念共享、詞匯分離表征的觀點(diǎn).
[Abstract]:The characteristics of semantic representation and lexical representation of unskilled Mongolian-English bilinguals in Mongolian and English were investigated by using cross-language repetition priming paradigm. The experiment of semantic judgment task showed that the response time of the subjects to learning words in the test stage was significantly faster than that of the unlearned words (p0.05), that is, the long-time repeated priming effect appeared under the same language condition and cross-language condition. The lexical judgment task experiment showed that the reaction time of learning under the same language condition was faster than that of the unlearned one (p0.05), and there was a long-time repetition priming effect, while there was no difference between the learning and non-learning reaction time under cross-language conditions (p0.05), and no long-time repetition priming effect was obtained. For non-proficient Mongolian-English bilinguals, the results support conceptual sharing and lexical separation.
【作者單位】： 內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)心理學(xué)重點(diǎn)實驗室;
【基金】：國家自然科學(xué)基金資助項目(30960106) 內(nèi)蒙古高等學(xué)�？茖W(xué)研究項目(NJC07037)
【分類號】：H313;H212
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本文編號：2161111