中国大学生第二语言知识的心理表征特征  

The Characteristics of the Mental Representation of Second Language Knowledge

作　　者：刘伟志 [1] 梁宁建 [1] 高旭辰 [2] 邓光辉 [2] 陈晓霞 [2] 皇甫亮 [1] 唐云翔 [1] 

机构地区：[1]华东师范大学心理系,上海,200062 [2]第二军医大学心理学教研室,上海,200433

出　　处：《应用心理学》2005年第1期15-20,共6页Chinese Journal of Applied Psychology

基　　金：全国教育科学"十五"规划课题(PLA1001121)资助。

摘　　要：采用启动效应的实验范式,基于不同加工水平的词汇判断任务,通过变化启动刺激与目标刺激的4个实验,考察了中国大学生第二语言知识的心理表征特征。被试为第二军医大学的学生38名。结果发现:在基于语义的范畴判断任务中,当启动刺激(英)和目标刺激(英)之间存在语义联想关系,得到了显著的启动效应(实验一);当启动刺激(英)和目标刺激(英)之间存在语音相同或相近关系,也得到了显著的启动效应(实验二);但在基于语音的词汇判断任务中,当启动刺激(英)和目标刺激(英)之间存在语义联想关系,没有得到启动效应(实验三);而当启动刺激(英)和目标刺激(英)之间存在语音相同或相近关系,得到了显著的启动效应(实验四)。这一结果表明,对于中国大学生程度的中英双语者来说,其第二语言(英语)知识的心理表征特征为:①语义联想特征和语音联想特征,符合激活扩散模型;②第二语言知识的心理表征,不仅在概念语义层有着联系,而且在词汇表征层也有相互的联系;其词汇表征层和语义概念表征层是分层表征的。In order to explore how Chinese college students represent their knowledge of second language, the inter-language priming effects were investigated in two priming-category judgement tasks based on semantic (ExperimentⅠand ExperimentⅡ) and phonological information (Experiment Ⅲ and Experiment Ⅳ). The subjects were 38 students from Second Military Medical University, Shanghai, China. In ExperimentⅠand ExperimentⅡ, no matter whether the English targets and the English primes were semantic associations, homophones or similar phones, significant priming effects were obtained. In Experiment Ⅲ, however, when the targets and the primes were semantic associations, no significant priming effect was found. In Experiment Ⅳ, when the targets and the primes were homophones and similar phones, significant priming effects were obtained. The results showed that: 1)The second language knowledge of Chinese college students are represented semantically and phonologically, which supports the Semantic Spreading Activation Model; 2)The conceptual representation is discrete from the lexical representation.

关 键 词：第二语言 启动效应 知识表征 特征 

分 类 号：B842[哲学宗教—基础心理学]