心理发展与教育 ›› 2016, Vol. 32 ›› Issue (1): 26-32.doi: 10.16187/j.cnki.issn1001-4918.2016.01.04

• 认知与社会性发展 • 上一篇    下一篇

词汇熟悉度对非熟练中英双语者语言理解转换中非目标语言激活的影响

昂晨1,2, 吕欢3, 周亚聪1, 李博闻1, 王瑞明1   

  1. 1. 华南师范大学心理学院/心理应用研究中心, 广州 510631;
    2. 北京师范大学认知神经科学与学习国家重点实验室, 北京 100875;
    3. 佛山科学技术学院, 佛山 528000
  • 出版日期:2016-01-15 发布日期:2016-01-15
  • 通讯作者: 王瑞明,E-mail:wruiming@163.com E-mail:wruiming@163.com
  • 基金资助:

    国家基础科学人才培养基金(J1210024和J1310031);国家自然科学基金项目(31571142)和广东省青年文化英才专项资金资助.

The Familiarity Influence on the Activation of Non-Target Language in Language Comprehension of Unskilled Chinese-English Bilinguals

ANG Chen1,2, LV Huan3, ZHOU Yacong1, LI Bowen1, WANG Ruiming1   

  1. 1. Center for Studies of Psychological Application, School of Psychology, South China Normal University, Guangzhou 510631;
    2. State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875;
    3. Foshan University, Foshan 528000
  • Online:2016-01-15 Published:2016-01-15

摘要: 采用改造后的长时重复启动范式,探讨母语为汉语的非熟练中英双语者语言理解转换中非目标语言的激活层面,以及词汇熟悉度的影响。实验1考察学习阶段不同熟悉度的非目标词在测验阶段呈现时能否出现长时重复启动效应,从而检测双语者语言理解转换中非目标语言是否自动激活,实验2探究学习阶段不同熟悉度的非目标词在测验阶段以翻译对等词呈现时能否出现长时重复启动效应,从而检测双语者语言理解转换中非目标语言的语义层面能否激活。结果发现:非熟练中英双语者语言理解转换中非目标语言不管为中文还是英文,都能自动激活,但激活层面会受到词汇熟悉度的影响;当非目标语言为二语时,熟悉度高的二语词能激活到语义层面,熟悉度低的二语词只能激活到词汇层面;当非目标语言为一语时,不管词汇熟悉度高还是低,都能够激活到语义层面。

关键词: 词汇熟悉度, 非目标语言, 双语者, 语言理解转换, 激活

Abstract: One question about language switching is the activation of one language when using the other language. This study was designed to investigate the familiarity influence on the activation of non-target language in language comprehension with innovative paradigm. Each experiment consisted of a study block and a test block. In the study block, Chinese and English words presented one at a time randomly, and bilingual participants were instructed to make a concept decision only to target language while ignoring non-target language of different familiarity. Study status (studied vs. unstudied) was manipulated in the test block. The same-language repetition priming was used in experiment 1a and 1b, which non-target language words presented in the study block were repeated in the test block. The cross-language repetition priming condition was used in experiment 2a and 2b, which non-target language words were presented in the study block and their translation equivalents were presented in the test block. The response time and accurate rates were recorded. In experiment 1a and 1b, we found cross-language repetition priming effect, non-target words were activated automatically. In experiment 2a, we found that when non-target words were English, the familiar words were activated on concept level, while the unfamiliar words were not activated on concept level. In experiment 2b, when non-target words were Chinese, words of both familiarity levels were activated. The results revealed that in language comprehension, non-target language can be activated automatically, the level of activation is influenced by words familiarity.

Key words: familiarity, non-target language, bilinguals, language comprehension, activation

中图分类号: 

  • B844

Altarriba, J., & Mathis, K. M. (1997). Conceptual and lexical development in second language acquisition. Journal of Memory and Language, 36(4), 550-568.

Chauncey, K., Holcomb, P. J., & Grainger, J. (2008). Effects of stimulus font and size on masked repetition priming:An event-related potentials (ERP) investigation. Language and Cognitive Processes, 23(1), 183-200.

Costa, A., & Santesteban, M. (2004). Lexical access in bilingual speech production:Evidence from language switching in highly proficient bilinguals and L2 learners. Journal of Memory and Language, 50(4), 491-511.

Costa, A., Santesteban, M., & Ivanova, I. (2006). How do highly proficient bilinguals control their lexicalization process? Inhibitory and language-specific selection mechanisms are both functional. Journal of Experimental Psychology:Learning, Memory, and Cognition, 32(5), 1057.

Dijkstra, T., & Van Heuven, W. J. (2002). The architecture of the bilingual word recognition system:From identification to decision. Bilingualism:Language and Cognition, 5(3), 175-197.

Jackson, G. M., Swainson, R., Cunnington, R., & Jackson, S. R. (2001). ERP correlates of executive control during repeated language switching. Bilingualism:Language and Cognition, 4(2), 169-178.

Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming:Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33(2), 149-174.

Li, L., Mo, L., Wang, R., Luo, X., & Chen, Z. (2009). Evidence for long-term cross-language repetition priming in low fluency Chinese-English bilinguals. Bilingualism:Language and Cognition, 12(1), 13-21.

Martin, C. D., Dering, B., Thomas, E. M., & Thierry, G. (2009). Brain potentials reveal semantic priming in both the ‘active’ and the ‘non-attended’ language of early bilinguals. NeuroImage, 47(1), 326-333.

McElree, B., Jia, G., & Litvak, A. (2000). The time course of conceptual processing in three bilingual populations. Journal of Memory and Language, 42(2), 229-254.

Moreno, E. M., Federmeier, K. D., & Kutas, M. (2002). Switching Languages, Switching Palabras(Words):An Electrophysiological Study of Code Switching. Brain and language, 80(2), 188-207.

Rodriguez-Fornells, A., Rotte, M., Heinze, H.J., Nösselt, T., & Münte, T. F. (2002). Brain potential and functional MRI evidence for how to handle two languages with one brain. Nature, 415(6875), 1026-1029.

Scarborough, D. L., Gerard, L., & Cortese, C. (1984). Independence of lexical access in bilingual word recognition. Journal of Verbal Learning and Verbal Behavior, 23(1), 84-99.

Sebastian-Gallés, N., Rodríguez-Fornells, A., de Diego-Balaguer, R., & Díaz, B. (2006). First-and second-language phonological representations in the mental lexicon. Journal of Cognitive Neuroscience, 18(8), 1277-1291.

Silverberg, S., & Samuel, A. G. (2004). The effect of age of second language acquisition on the representation and processing of second language words. Journal of Memory and Language, 51(3), 381-398.

Van Assche, E., Duyck, W., Hartsuiker, R. J., & Diependaele, K. (2009). Does bilingualism change native-language reading? Cognate effects in a sentence context. Psychological Science, 20(8), 923-927.

Zeelenberg, R., & Pecher, D. (2003). Evidence for long-term cross-language repetition priming in conceptual implicit memory tasks. Journal of Memory and Language, 49(1), 80-94.

董奇, 薛贵. (2001). 双语脑机制的几个重要问题及其当前研究进展. 北京师范大学学报:社会科学版, (4), 91-98.

金晓兵. (2012). 双语表征的神经机制研究综述. 当代外语研究, (2), 29-34.

李利, 莫雷, 王瑞明. (2011). 二语词汇熟悉度在双语者语义通达中的调节作用. 心理科学, 34(4), 799-805.

李利, 莫雷, 王瑞明, 潘敬儿. (2006). 双语言语产生中的词汇提取机制. 心理科学进展, 14(5), 648-653.

李霓霓, 王瑞明, 王穗苹, 李董平, 范小月. (2012). 语言理解转换中非目标语言影响目标语言的时间进程. 心理科学, 35(1), 148-152.

李荣宝, 彭聃龄. (2001). 双语表征研究的理论与实验方法. 当代语言学, 3(4), 289-304.

王瑞明, 邓汉深, 李俊杰, 李利, 范梦. (2011). 中-英双语者语言理解中非加工语言的自动激活. 心理学报, 43(7), 771-783.
[1] 马小凤, 周爱保, 杨小娥. 线索强度:检验提取练习效应内部机制的重要变量[J]. 心理发展与教育, 2017, 33(3): 313-320.
[2] 屈晓兰, 凌宇, 孟红, 陈屈峰. 儿童句子错误记忆:发展性逆转现象及精加工推理效应[J]. 心理发展与教育, 2017, 33(3): 265-272.
[3] 李文福, 龚正霞, 邱江, 张庆林. 午睡剥夺对科学发明问题解决中的原型启发效应的影响[J]. 心理发展与教育, 2015, 31(2): 165-170.
[4] 常松, 王瑞明, 李利, 谢久书. 非熟练双语者言语产生中非目标语言的激活范围[J]. 心理发展与教育, 2013, 29(1): 54-60.
[5] 白学军, 顾俊娟, 曹玉肖, 郭志英, 闫国利. 汉-俄双语者阅读俄语文本的空格效应研究[J]. 心理发展与教育, 2012, 28(1): 47-53.
[6] 金颖, 刘翔平, 张微, 兰彦婷. 激活水平对两亚型ADHD儿童反应执行与抑制能力的影响[J]. 心理发展与教育, 2009, 25(4): 81-86.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!