大学生第一二语言情感词语义加工

发布时间：2018-04-23 12:00

本文选题：大学生 + 情感词　；参考：《浙江大学》2013年硕士论文

【摘要】：关于双语者在第一(L1)、二(L2)语言条件下对情感词的语义加工,人们进行了一些研究,但结果缺乏一致性。Meier and Robinson (2004)研究表明,情感词(积极/消极)含义判断与词呈现的空间方位之间存在隐喻关联。本研究通过两个心理语言学实验,考察大学生在L2条件下能否像在L1条件下一样地激活这种隐喻关联。被试是106名大学生,材料包括24个积极词和24个消极词。在实验1中,被试按“Z”或“/”键,判断屏幕上方或下方词的含义是积极的还是消极的。在实验2中,被试对目标词的判断任务与实验1相同,不同的是在目标词呈现之前会快速呈现一个启动词,启动词的积极消极含义及语言形式与目标词相同。本研究主要有两个发现。(1)与前人的研究发现一致,不论在L1还是L2条件下,大学生对消极词的行为表现大致上均比积极词的情况差。(2)在不同语言条件下,被试的反应时变化有不同的模式。在L1条件下,当积极词呈现在屏幕下方时,被试的反应时要比积极词呈现在屏幕上方反应时长；对消极词,被试反应时受词空间位置影响的模式与此相反。这证实了Meier and Robinson (2004)的研究发现。然而,在L2条件下时,被试的反应时在积极词呈现在屏幕上方时比呈现在下方时长,在消极词呈现在上方时比呈现在下方时短。这一现象可以结合扩散激活模型(CollinsLoftus,1975)和修正层级模型(KrollSteward,1994)得以解释。大学生对L2词的心理表征缺乏基于生活经验的含义层,因此,相对于L1词汇,他们识别L2词汇时不但需要付出更多的认知资源,而且因为没有心理表征基础而不能激活在L1条件下才可能发生的情感判断和空间知觉关联。以往研究所以存在争议,可能主要因为不同研究考察被试情感词语义加工过程的不同方面。
[Abstract]:Some studies have been carried out on the semantic processing of affective words in bilinguals under the first and second language conditions, but the results are lack of consistency. Meier and Robinson / 2004). There is a metaphorical correlation between the meaning judgment of affective words (positive / negative) and the spatial orientation of words. Two psycholinguistic experiments were conducted to investigate whether college students can activate the metaphorical association in L2 condition as in L1 condition. The subjects were 106 college students, including 24 positive words and 24 negative words. In experiment 1, the subjects pressed the "Z" or "/" button to determine whether the meaning of the word above or below the screen was positive or negative. In experiment 2, the task of judging target words was the same as that of experiment 1. The difference was that the target words presented a primer word quickly, the positive and negative meanings and the language form of the initiator word were the same as those of the target word. There are two main findings in this study. (1) consistent with previous studies, the behavior of negative words is generally worse than that of positive words in L1 or L2) under different linguistic conditions. There were different patterns of reaction time changes in the subjects. Under L1 condition, the reaction time of positive words was longer than that of positive words at the top of the screen when the positive words were presented under the screen, but the negative words were affected by the spatial position of words in the opposite way. This confirms the findings of Meier and Robinson 2004. However, under L2 condition, the reaction time of the subjects was longer when the positive words were at the top of the screen than at the bottom, and the negative words were shorter when the negative words were presented at the top than at the bottom. This phenomenon can be explained in conjunction with the diffusion activation model Collins Loftus 1975) and the modified hierarchy model KrollSteward 1994). College students' psychological representation of L2 words lacks the meaning level based on life experience. Therefore, compared with L1 words, they not only need more cognitive resources to recognize L2 words, but also have to pay more attention to L2 words. Moreover, the emotional judgment and spatial perception association which can not occur under L1 condition can not be activated because of the absence of psychological representation. In the past, there was controversy in the study, probably because different studies examined different aspects of the processing process of emotional words.
【学位授予单位】：浙江大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H030;H0-05

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