不同语言条件和执行功能对大学生记忆整合的影响

doi:10.16187/j.cnki.issn1001-4918.2025.02.01

摘要/Abstract

摘要： 采用分离句子范式,通过控制主干事实呈现语言和整合事实提问语言创造单语条件和双语条件,用两个实验探究了不同执行功能水平的成年大学生在单语条件和双语条件下记忆整合的表现。结果发现,编码阶段两个主干事实的呈现语言会对记忆整合产生影响,主干事实都以优势语呈现时,记忆整合表现最好;双语条件下,当主干事实一以优势语呈现时,记忆整合表现相对更好。整合事实的提问语言也会对记忆整合产生影响,整合效果随着提问语言与编码语言之间切换难度的增加而下降。无论何种语言条件,高执行功能组的记忆整合表现都优于低执行功能组。此外,执行功能和编码语言条件具有交互作用,而与提取语言条件无交互作用。这表明,执行功能和语言条件对于记忆整合的影响会因为加工阶段的不同而有所区别。

关键词: 记忆整合, 语言条件, 大学生, 执行功能

Abstract: Two experiments were conducted using a separate sentence paradigm to investigate memory integration performance in monolingual and bilingual conditions for adult college students with varying levels of executive functioning. The study controlled for presentation language and questioning language to create monolingual and bilingual conditions. The study found that the presentation language of the stem fact during the encoding stage had an impact on memory integration. Specifically, better performance was observed when the first stem fact was presented in the dominant language. Additionally, the questioning language of the integrated fact influenced memory integration, and the integration effect decreased as the difficulty of switching between the questioning language and the encoding language increased. Furthermore, the study found that executive function interacted with the encoding language condition but not with the retrieval language condition. This suggests that the effects of executive function and language condition on memory integration varied depending on the processing stage.

Key words: memory integration, language conditions, college students, executive functions

中图分类号:

B844

赵笑梅, 程释, 刘子涵, 刘红. 不同语言条件和执行功能对大学生记忆整合的影响[J]. 心理发展与教育, 2025, 41(2): 153-162.

ZHAO Xiaomei, CHENG Shi, LIU Zihan, LIU Hong. The Effects of Different Language Conditions and Executive Functions on Memory Integration in College Students[J]. Psychological Development and Education, 2025, 41(2): 153-162.

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