發(fā)布時(shí)間：2022-01-23 19:21

　　老年刻板印象是指社會(huì)其他群體根據(jù)老年群體所擁有的特征（如:性格、外貌、競(jìng)爭(zhēng)力、運(yùn)動(dòng)方式等等）對(duì)老年群體進(jìn)行知覺(jué)整合形成獨(dú)有的特征類別分類。前人對(duì)于老年刻板印象激活的研究大致分為兩方面:一是對(duì)于老年群體而言,群體內(nèi)刻板印象激活對(duì)其記憶力或行為方式的影響。二是對(duì)于青年群體而言,老年刻板印象激活對(duì)其記憶力或行為方式的影響。但鮮有研究探討不同模態(tài)啟動(dòng)下的老年刻板印象激活是否影響語(yǔ)言理解過(guò)程。本研究期望通過(guò)行為實(shí)驗(yàn),采用不同模態(tài)啟動(dòng)范式,通過(guò)句子理解任務(wù),對(duì)不同模態(tài)啟動(dòng)下老年刻板印象激活對(duì)運(yùn)動(dòng)句理解的心理模擬的影響進(jìn)行研究,具體研究問(wèn)題如下:（1）圖像模態(tài)和文字模態(tài)下的老年刻板印象激活是否對(duì)中國(guó)EFL學(xué)習(xí)者英漢高低速運(yùn)動(dòng)句理解的心理模擬產(chǎn)生影響?（2）如果有影響,不同模態(tài)啟動(dòng)下的影響是否存在差異?（3）老年刻板印象對(duì)中國(guó)EFL學(xué)習(xí)者加工英語(yǔ)高低速運(yùn)動(dòng)句的影響與對(duì)加工漢語(yǔ)高低速運(yùn)動(dòng)句的影響有何異同?本研究包含2個(gè)實(shí)驗(yàn),實(shí)驗(yàn)被試為四川外國(guó)語(yǔ)大學(xué)60名英語(yǔ)語(yǔ)言文學(xué)專業(yè)碩士研究生,其中58名通過(guò)TEM-8,2名通過(guò)CET-6。實(shí)驗(yàn)一為2（老年刻板印象有激活、老年刻板印象無(wú)激活）×2（高速運(yùn)動(dòng)句、低速運(yùn)動(dòng)... 

【文章來(lái)源】：四川外國(guó)語(yǔ)大學(xué)重慶市

【文章頁(yè)數(shù)】：137 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Methodology
    1.4 Significance of Present Study
    1.5 Layout of the Thesis
Chapter Two Literature Review
    2.1 Key Concepts
        2.1.1 Elderly Stereotype
        2.1.2 Perceptual Symbol Systems
        2.1.3 Mental Simulation
        2.1.4 Modality
    2.2 Embodied Cognition
    2.3 Previous Studies on Activation of the Elderly Stereotype
        2.3.1 Theoretical Studies on Activation of the Elderly Stereotype
        2.3.2 Empirical Studies on Activation of the Elderly Stereotype
    2.4 Previous Studies on Mental Simulation in Language Comprehension
        2.4.1 Theoretical Studies on Mental Simulation in Language Comprehension
        2.4.2 Empirical Studies on Mental Simulation in Language Comprehension
    2.5 RT Technique and Language Research
        2.5.1 An Introduction to RT Technique
        2.5.2 RT Technique Applied to Language Research
    2.6 Limitations
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Design
    3.3 Research Method
        3.3.1 Participants
        3.3.2 Apparatus
        3.3.3 Materials
        3.3.4 Procedures
    3.4 Data Collection
Chapter Four Results and Discussion
    4.1 Effects of Activation of the Elderly Stereotype under Different Modal PrimingParadigms on Motion Sentences Comprehension
        4.1.1 Data Description and Analysis
        4.1.2 Discussion
    4.2 Effects of Different Activation Degrees on Motion Sentences Comprehension
        4.2.1 Data Description and Analysis
        4.2.2 Discussion
    4.3 Comparative Analysis of Effects of Activation of the Elderly Stereotype onComprehension of Chinese and English Motion Sentences
        4.3.1 Data Description and Analysis
        4.3.2 Discussion
    4.4 General Discussion
Chapter Five Conclusions
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions for Further Study
References
Appendix 1: Experimental Instructions and Materials
Appendix 2: Five-point Rating Scale of Sentences Acceptability


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