不同类型的知觉刺激对语言理解的影响

心理发展与教育 ›› 2012, Vol. 28 ›› Issue (5): 502-509.

不同类型的知觉刺激对语言理解的影响

谢久书, 王瑞明, 张昆, 张常青

华南师范大学心理应用研究中心, 广州 510631

出版日期:2012-09-15 发布日期:2012-09-15
通讯作者: 王瑞明,E-mail:wruiming@163.com E-mail:wruiming@163.com
基金资助:
国家自然科学基金项目(30900409);国家社会科学基金项目(11CYY023);广东省心理健康与认知科学重点实验室项目

The Effect of Different Kinds of Perceptual Stimulus on Language Comprehension

XIE Jiu-shu, WANG Rui-ming, ZHANG Kun, ZHANG Chang-qing

Center for Studies of Psychological Application, South China Normal University, Guangzhou 510631, China

Online:2012-09-15 Published:2012-09-15

摘要/Abstract

摘要： 采用知觉负载范式探讨知觉刺激对语言理解的影响。实验1考察被试在加工听觉概念和视觉概念时的表征形式。实验2进一步探讨在同一通道内部,形状概念和视觉概念的表征形式。实验1发现,在进行语言理解时,如果存在听知觉负荷,加工语言中的听觉信息时会变慢。如果存在视知觉负荷,加工语言中的视觉信息时错误率会增加。实验2发现,在涉及视觉信息的语言理解中,颜色知觉负荷产生了广泛的影响,而形状知觉负荷没有表现出这种效应。总的实验结果表明,不同类型的知觉刺激对语言理解产生了不同的影响。语言理解中存在着模态化和非模态化两种不同的加工模式。

关键词: 语言理解, 概念加工, 模态符号理论, 知觉符号理论, 具身认知

Abstract: Perceptual load paradigm was used in two experiments to test the effect of perceptual stimulus on language comprehension.In experiment 1,the representation of audio and visual concepts was studied.In experiment 2,the representation of visual concepts were further tested which divided into two different types,that is,shape and color.Experiment 1 found that the audio loads affected the comprehension of audio concepts.But this phenomenon was not found between visual loads and visual concepts.Experiment 2 found that color loads affected the comprehension of visual concepts.However,this phenomenon was not found in shape concepts.In conclusion,different perceptual stimulus affected language comprehension in different methods,and the language comprehension both included modal system and amodal system.

Key words: Language comprehension, Conceptual processing, Modal Symbol Systems, Perceptual Symbol Systems, Embodied Cognition

中图分类号:

谢久书, 王瑞明, 张昆, 张常青. 不同类型的知觉刺激对语言理解的影响[J]. 心理发展与教育, 2012, 28(5): 502-509.

XIE Jiu-shu, WANG Rui-ming, ZHANG Kun, ZHANG Chang-qing. The Effect of Different Kinds of Perceptual Stimulus on Language Comprehension[J]. Psychological Development and Education, 2012, 28(5): 502-509.

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