具身認(rèn)知假設(shè)認(rèn)為,語言理解根植于人與外部環(huán)境互動(dòng)產(chǎn)生的感知覺運(yùn)動(dòng)經(jīng)驗(yàn),讀者在理解句子時(shí),會通過構(gòu)建心理模擬來表征感知覺運(yùn)動(dòng)內(nèi)容。語言理解的體驗(yàn)性和模擬性已被越來越多的研究證明。但是,此類研究大多認(rèn)為,心理模擬根植于讀者的直接感知覺運(yùn)動(dòng)經(jīng)驗(yàn),以第一人稱視角進(jìn)行。尚無研究探討句子理解中的心理模擬是否受世界知識等間接經(jīng)驗(yàn)的影響,轉(zhuǎn)以第三人稱視角進(jìn)行。為此,本研究通過眼動(dòng)實(shí)驗(yàn),以老年刻板圖片為啟動(dòng)條件,借此對語言理解中的心理模擬做進(jìn)一步的探究。具體研究問題如下:（1）老年刻板印象激活是否影響中國EFL學(xué)習(xí)者漢語高低速運(yùn)動(dòng)事件理解?（2）老年刻板印象激活是否影響中國EFL學(xué)習(xí)者英語高低速運(yùn)動(dòng)事件理解?（3）老年刻板印象激活對中國EFL學(xué)習(xí)者英漢高低速運(yùn)動(dòng)事件的影響是否相同?本實(shí)驗(yàn)分為中英文兩個(gè)實(shí)驗(yàn),均采用3（啟動(dòng)條件:老年人面部圖片、青年人面部圖片、物體照片）×2（運(yùn)動(dòng)事件類型:高速度運(yùn)動(dòng)事件、低速度運(yùn)動(dòng)事件）兩因素被試內(nèi)設(shè)計(jì)。實(shí)驗(yàn)選取四川外國語大學(xué)33名在讀本碩生為漢語被試;31名英語專業(yè)在讀本碩生為英語被試。實(shí)驗(yàn)首先隨機(jī)呈現(xiàn)青年照片、老年照片或物體照片,隨后,要求被試閱讀高低速運(yùn)動(dòng)事件,理解... 

【文章來源】：四川外國語大學(xué)重慶市

【文章頁數(shù)】：107 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objective
    1.3 Methodology
    1.4 Significance of the Present Study
    1.5 Layout of the Thesis
Chapter Two Literature Review
    2.1 Key Concepts
        2.1.1 Elderly Stereotype
        2.1.2 Mental Simulation
        2.1.3 Eye-Tracking Technique
    2.2 Embodied Cognition Theory
        2.2.1 The Embodied Cognition Approach to General Cognition Behaviors
        2.2.2 The Embodied Cognition Approach to Language Comprehension
    2.3 Previous Empirical Research of Mental Simulation during LanguageComprehension
        2.3.1 The Activation of Corresponding Sensory-motor System during theRepresentation of Semantic Contents
        2.3.2 The Interaction Between Action-related Language Processing and ActualAction Executions
        2.3.3 The Overlap between Motor Dysfunction and Action-related LanguageImpairment
    2.4 Previous Empirical Studies of Elderly Stereotype
        2.4.1 The Effects of Elderly Stereotype on General Cognitive Behaviors
        2.4.2 The Effects of Elderly Stereotype on Language Comprehension
    2.5 Limitations of Previous Studies
Chapter Three Methodology
    3.1 Research Questions
    3.2 The Experiment of Fast and Slow Motion Events Described in L1
        3.2.1 Research Design
        3.2.2 Method
        3.2.3 Data Collection
    3.3 The Experiment of Fast and Slow Motion Events Described in L2
        3.3.1 Research Design
        3.3.2 Method
        3.3.3 Data Collection
Chapter Four Results and Discussion
    4.1 The Experiment of Fast and Slow Motion Events Described in L1
        4.1.1 Behavioral Data Description and Analysis
        4.1.2 The Eye-movement Data Description and Analysis
        4.1.3 Discussion
    4.2 The Experiment of Fast and Slow Motion Events Described in L2
        4.2.1 Behavioral Data Description and Analysis
        4.2.2 The Eye-movement Data Description and Analysis
        4.2.3 Discussion
    4.3 General Discussion
Chapter Five Conclusions
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions for Further Research
References
Appendix 1: Materials of Experiment One
Appendix 2: Materials of Experiment Two
Appendix 3: Seven-point Rating Scale of Speed Implied in Sentence
Appendix 4: Rating Scale of the Age of the Faces in the Photos


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