汉语词汇具体性效应的发展研究
发布时间：2019-04-28 13:48
【摘要】：本研究运用理论分析,发现不同类型词汇加工存在差异。从所代表事物的不同可以把词汇分为具体性词汇和抽象性词汇。拼音文字研究发现加工具体性词汇快于加工抽象性词汇。中文有自身的特点,是否也存在具体性效应存在争议,尤其,不同年龄段词汇掌握的速度是否存在具体性的差异,不同性别的发展速度是否一样等问题,没有一致答案。本文关注随着年龄的增长,不同性别之间是否存在具体性词汇不同的发展趋势。以中文双字词为实验材料,用E-prime呈现刺激,记录行为反应数据。从单独词呈现方式、句子中呈现方式,来探析具体性效应加工的年龄及性别差异。本研究共分为两部分:单独词具体性效应的年龄与性别差异,句子中词具体性效应的年龄与性别差异。实验一考察单独词呈现时,具体性效应的年龄之间差异、性别之间差异。在词汇判断任务下,以词性作为被试内变量,年级、性别作为被试间变量,属于2(词性:具体词、抽象词)×3(年级:2、4、6)×2(性别:男、女)三因素混合实验设计。结果发现,词汇主效应显著,验证了具体性效应的存在。年级主效应显著,证明了年级升高,词汇掌握程度提高。性别之间主效应不显著。词汇与年级之间没有交互作用,词汇与性别之间没有交互作用。结果提示我们,具体性效应在汉语词汇独立加工中存在,并且,年级与性别没有出现具体性效应的分离。实验二考查句子条件下,具体性效应的年龄之间差异、性别之间差异。在句子通顺性判断任务下,以词性作为被试内变量,年级、性别作为被试间变量,属于2(词性:具体词、抽象词)×3(年级:2、4、6)×2(性别:男、女)三因素混合实验设计。结果发现,词汇主效应显著,验证了具体性效应的句子条件下依然存在。年级主效应显著,证明了年级升高,词汇掌握程度提高。性别之间主效应显著。没有发现词汇与年级之间的交互作用、词汇与性别之间的交互作用。结果提示我们,具体性效应在汉语词汇句子语境中加工时依然存在,并且,年级与性别没有出现具体性效应的分离。根据以上的实验结果和分析,我们得出以下结论:(1)汉语词汇存在具体性效应,单独词呈现、句子中呈现都存在;(2)年龄制约词汇掌握的速度和质量,在具体性上没有出现分离;(3)性别之间获得词汇的进程存在差异,但在具体性上没有分离;(4)词汇具体性的优势在小学二年级已经出现;(5)本研究结果支持双编码理论,没有为语境有效性提供支持。
[Abstract]:This study uses theoretical analysis to find that there are differences in different types of vocabulary processing. Words can be divided into concrete words and abstract words according to the different things they represent. The study of phonetic characters found that processing concreteness words is faster than processing abstract words. Chinese has its own characteristics, whether there is concrete effect or not is controversial, especially, whether there are concrete differences in the speed of vocabulary acquisition in different age groups, whether the speed of development of different sexes is the same, and so on, there is no consistent answer to such questions as whether there is a concrete difference in the speed of vocabulary acquisition in different age groups. This paper focuses on whether there are different trends of concreteness vocabulary between different sexes with the increase of age. Using Chinese double-character words as experimental materials, E-prime was used to present stimuli and record behavioral response data. This paper explores the age and gender differences in the processing of concrete effect from the presentation mode of individual words and the way of presentation in sentences. This study is divided into two parts: the age and sex differences of word concreteness effect and the age and sex difference of word concreteness effect in sentences. Experiment one examines the age and sex differences of the concreteness effect when individual words are present. Under the task of lexical judgment, part of speech (part of speech) was used as the internal variable of the subjects, grade, gender as the inter-test variable, belonging to 2 (part of speech: specific words, abstract words) 脳 3 (grade 2, 4, 6) 脳 2 (gender: male, female) mixed experimental design. The results show that the main effect of vocabulary is significant, which proves the existence of concreteness effect. The main effect of grade is significant, which proves that grade increases and vocabulary mastery improves. The main effect between sexes was not significant. There is no interaction between vocabulary and grade, and there is no interaction between vocabulary and gender. The results suggest that the concreteness effect exists in the independent processing of Chinese vocabulary, and there is no separation of the concreteness effect between grade and gender. In experiment 2, the age and sex differences of concreteness effects were examined under sentence conditions. In the task of sentence comfort judgment, part of speech was used as the internal variable, grade, gender as the inter-test variable, belonging to 2 (part of speech: specific word, abstract word) 脳 3 (grade 2, 4, 6) 脳 2 (gender: male, male). Female) three-factor mixed experimental design. The results show that the main effect of vocabulary is significant, which proves that the concrete effect still exists under sentence conditions. The main effect of grade is significant, which proves that grade increases and vocabulary mastery improves. The main effect between sexes should be significant. No interaction was found between vocabulary and grade, nor between vocabulary and gender. The results suggest that the concreteness effect still exists in the context of Chinese lexical sentence processing, and there is no separation of the concreteness effect between grade and gender. According to the above experimental results and analysis, we draw the following conclusions: (1) there is a concrete effect in Chinese vocabulary; (2) Age restricts the speed and quality of vocabulary acquisition, and there is no specific separation, (3) there are differences in the process of vocabulary acquisition between the sexes, but there is no separation in the concreteness; (4) the advantage of lexical concreteness has already appeared in the second grade of primary school; (5) the results of this study support the theory of double coding, but do not provide support for the effectiveness of context.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842
本文编号：2467685
[Abstract]:This study uses theoretical analysis to find that there are differences in different types of vocabulary processing. Words can be divided into concrete words and abstract words according to the different things they represent. The study of phonetic characters found that processing concreteness words is faster than processing abstract words. Chinese has its own characteristics, whether there is concrete effect or not is controversial, especially, whether there are concrete differences in the speed of vocabulary acquisition in different age groups, whether the speed of development of different sexes is the same, and so on, there is no consistent answer to such questions as whether there is a concrete difference in the speed of vocabulary acquisition in different age groups. This paper focuses on whether there are different trends of concreteness vocabulary between different sexes with the increase of age. Using Chinese double-character words as experimental materials, E-prime was used to present stimuli and record behavioral response data. This paper explores the age and gender differences in the processing of concrete effect from the presentation mode of individual words and the way of presentation in sentences. This study is divided into two parts: the age and sex differences of word concreteness effect and the age and sex difference of word concreteness effect in sentences. Experiment one examines the age and sex differences of the concreteness effect when individual words are present. Under the task of lexical judgment, part of speech (part of speech) was used as the internal variable of the subjects, grade, gender as the inter-test variable, belonging to 2 (part of speech: specific words, abstract words) 脳 3 (grade 2, 4, 6) 脳 2 (gender: male, female) mixed experimental design. The results show that the main effect of vocabulary is significant, which proves the existence of concreteness effect. The main effect of grade is significant, which proves that grade increases and vocabulary mastery improves. The main effect between sexes was not significant. There is no interaction between vocabulary and grade, and there is no interaction between vocabulary and gender. The results suggest that the concreteness effect exists in the independent processing of Chinese vocabulary, and there is no separation of the concreteness effect between grade and gender. In experiment 2, the age and sex differences of concreteness effects were examined under sentence conditions. In the task of sentence comfort judgment, part of speech was used as the internal variable, grade, gender as the inter-test variable, belonging to 2 (part of speech: specific word, abstract word) 脳 3 (grade 2, 4, 6) 脳 2 (gender: male, male). Female) three-factor mixed experimental design. The results show that the main effect of vocabulary is significant, which proves that the concrete effect still exists under sentence conditions. The main effect of grade is significant, which proves that grade increases and vocabulary mastery improves. The main effect between sexes should be significant. No interaction was found between vocabulary and grade, nor between vocabulary and gender. The results suggest that the concreteness effect still exists in the context of Chinese lexical sentence processing, and there is no separation of the concreteness effect between grade and gender. According to the above experimental results and analysis, we draw the following conclusions: (1) there is a concrete effect in Chinese vocabulary; (2) Age restricts the speed and quality of vocabulary acquisition, and there is no specific separation, (3) there are differences in the process of vocabulary acquisition between the sexes, but there is no separation in the concreteness; (4) the advantage of lexical concreteness has already appeared in the second grade of primary school; (5) the results of this study support the theory of double coding, but do not provide support for the effectiveness of context.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842
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