基于二语人造词汇学习任务的语言空间具身效应研究
发布时间：2022-02-18 02:18
具身认知理论强调身体经验在语言加工中的重要作用,认知过程离不开感知和动作系统的参与。近年来的系列二语加工研究表明,单词学习过程有助于建立单词和感觉运动经验之间的联系,这些经验可以在之后词汇加工时被再次激活。但已有研究大部分是通过真实词汇开展,由于已有学习经验、词频差异等因素影响,无法解释这种具身联系是长期积累的结果还是短时学习即可建立。而通过人造单词可以对上述因素进行严格控制,揭示二语学习和具身经验的互动关系。基于此,本研究通过采用二语人造词汇学习范式,研究词汇学习中感觉运动经验联系是否可以短时间建立。研究基于自行设计的人造词汇学习,采用经典的Stroop颜色判断实验范式,对比中国英语学习者学习前和学习后的测试结果解决上述问题。在学习阶段,实验在被试的上方或下方位置呈现物体图片,被试通过多感官互动学习系列物体的名字建立词汇与物体之间的隐含空间方位经验联系;前后测均采用颜色Stroop实验进行,被试根据呈现在屏幕上的人造词颜色做出对应的上下的按键反应实验包括测试阶段（前测、后侧）,单词内隐方位（上、下）和手臂运动方向（一致、不一致）三个自变量,因变量为被试单词颜色判断的正确率和反应时。数...
【文章来源】：电子科技大学四川省211工程院校985工程院校教育部直属院校
【文章页数】：60 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.2 Research Aims and Significance
1.3 Thesis Organization
Chapter Two Theoretical Foundation
2.1 The Amodal Symbolic Model
2.2 The Embodied Cognition Model
2.3 The Blending Theories of Language Cognition Model
2.3.1 Symbols Interdependency Hypothesis
2.3.2 Language and Situated Simulation
2.4 Summary
Chapter Three Literature Review
3.1 Language-space Associations in L1 Comprehension
3.2 Language-space Associations in L2 Processing
3.3 Word-space Associations in Novel Word Acquisition
3.4 Summary
Chapter Four Methods
4.1 Research Questions
4.2 Participants
4.3 Materials
4.3.1 Questionnaire and Language Proficiency Test
4.3.2 Stimuli and Apparatus
4.4 Procedures
4.5 Data Analysis
Chapter Five Results and Discussion
5.1 Learning Effect
5.2 Comparison of Pre-test and Post-test
5.2.1 Reaction Time
5.2.2 Error Rate
5.3 Discussion
5.3.1 The Weak Embodied Language Cognition
5.3.2 Possible Influential Factors
Chapter Six Conclusion
6.1 Findings
6.2 Limitations and Suggestions
6.3 Implications
Acknowledgements
References
Appendix Ⅰ:Questionnaire
AppendixⅡ :Language Proficiency Test
Lex TALE
Research Obtained During the Study for Master Degree
【参考文献】：
期刊论文
[1]红色和蓝色对中国汉族大学生情绪的启动效应[J]. 王婷婷,王瑞明,王靖,吴小文,莫雷,杨力. 心理学报. 2014(06)
本文编号：3630346
【文章来源】：电子科技大学四川省211工程院校985工程院校教育部直属院校
【文章页数】：60 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.2 Research Aims and Significance
1.3 Thesis Organization
Chapter Two Theoretical Foundation
2.1 The Amodal Symbolic Model
2.2 The Embodied Cognition Model
2.3 The Blending Theories of Language Cognition Model
2.3.1 Symbols Interdependency Hypothesis
2.3.2 Language and Situated Simulation
2.4 Summary
Chapter Three Literature Review
3.1 Language-space Associations in L1 Comprehension
3.2 Language-space Associations in L2 Processing
3.3 Word-space Associations in Novel Word Acquisition
3.4 Summary
Chapter Four Methods
4.1 Research Questions
4.2 Participants
4.3 Materials
4.3.1 Questionnaire and Language Proficiency Test
4.3.2 Stimuli and Apparatus
4.4 Procedures
4.5 Data Analysis
Chapter Five Results and Discussion
5.1 Learning Effect
5.2 Comparison of Pre-test and Post-test
5.2.1 Reaction Time
5.2.2 Error Rate
5.3 Discussion
5.3.1 The Weak Embodied Language Cognition
5.3.2 Possible Influential Factors
Chapter Six Conclusion
6.1 Findings
6.2 Limitations and Suggestions
6.3 Implications
Acknowledgements
References
Appendix Ⅰ:Questionnaire
AppendixⅡ :Language Proficiency Test
Lex TALE
Research Obtained During the Study for Master Degree
【参考文献】：
期刊论文
[1]红色和蓝色对中国汉族大学生情绪的启动效应[J]. 王婷婷,王瑞明,王靖,吴小文,莫雷,杨力. 心理学报. 2014(06)
本文编号：3630346
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