不同熟练类型双语者情绪Stroop中的自动化情绪通达

发布时间：2018-03-27 22:12

本文选题：全面熟练双语者　切入点：阅读型熟练双语者　出处：《心理学报》2017年09期

【摘要】：采用情绪Stroop范式探讨3种不同熟练类型双语者在L1(The first language,简称L1)和L2(The second language,简称L2)条件下的自动化情绪通达。实验设计为2(L1和L2)×3(全面熟练双语者、阅读型熟练双语者和听说型熟练双语者)×3(积极词、消极词和中性词)的混合设计,记录3组被试对词汇颜色判断的反应时和错误率。结果:(1)全面熟练双语者和阅读型熟练双语者在L1和L2条件下对情绪词汇颜色命名的反应时显著大于中性词汇;(2)听说型熟练双语者在L1条件下对情绪词汇颜色命名的反应时大于中性词汇,而L2条件下3种词汇并无差异。结论:(1)全面熟练双语者在L1和L2条件下均出现了自动化情绪通达;阅读型熟练双语者在L1和L2条件下也出现了自动化情绪通达;(2)听说型熟练双语者在L2条件下没有达到自动化情绪通达,其情绪联结性弱于L1条件。不同语言习得类型的熟练双语者在情绪Stroop任务中情绪自动化通达的表现是不同的。
[Abstract]:The emotional Stroop paradigm was used to explore the automatic emotional accessibility of three kinds of bilinguals with different proficiency types under the conditions of L1(The first language (L1) and L2(The second language (L2). The experiment was designed as 2(L1 and L2 脳 3. Mixed design of reading and listening / speaking bilingual) 脳 3 (positive words, negative words and neutral words), The response time and error rate of 3 groups of subjects to the color judgment of vocabulary were recorded. Results: 1) the response time to color naming of emotional vocabulary was significantly higher in the fully proficient bilinguals and the reading proficient bilinguals than in the neutral words under L1 and L2 conditions. Listening and speaking proficiency bilinguals responded more to color naming of emotional vocabulary than neutral words in L1 condition. However, there was no difference among the three words under L2 condition. Conclusion: 1) in L1 and L2 conditions, all of the fully proficient bilinguals developed automatic emotional proficiency. Reading proficiency bilinguals also appeared automated emotional accessibility under L1 and L2 conditions.) listening and speaking proficiency bilinguals did not achieve automated emotional accessibility under L2 conditions. Their emotional connectedness is weaker than that of L1 condition, and the expression of emotional automation in emotional Stroop task is different among the bilingual learners of different language acquisition types.
【作者单位】：新疆师范大学教育科学学院心理系;新疆师范大学心智发展与学习科学重点实验室;
【基金】：国家自然科学基金地区项目(71563054) 新疆师范大学博士研究生科技创新项目(XJ107621505)新疆师范大学自治区文科基地“新疆教师教育研究中心”新疆师范大学心理学校级重点学科国家社科基金重点项目(14AZD11)资助
【分类号】：B842.6

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