汉语词汇形-义联系的内隐学习及其影响因素研究.pdfVIP

论 文 摘 要 本研究考察了当注意到汉语词汇形和义两方面，但未觉察到两者的关联时， 汉语词汇形-义联系是否能被内隐地习得。在实验中被试首先通过学习一系列由 限定词-名词短语构成的句子，然后进行再认和泛化测试。实验一中限定词的使 用依据名词在句子中扮演的主被动性，结果发现被试的泛化测验成绩显著地高于 随机水平，即使那些被试声称没有意识到主被动性规则，说明被试对汉语词汇形 -义联系发生了内隐学习。内隐学习的效果通常需要大量的样例学习，为此实验 二操纵了练习样例的数量来考察其是否会对汉语词汇形-义联系的内隐学习产生 影响，结果发现被试的泛化测验成绩与随机水平不存在差异，说明在实验中被试 并未习得汉语词汇的形-义联系。实验三考察了另外一个可能会影响汉语词汇形- 义联系的内隐学习的因素——规则类型（根据规则与被试的语言背景是否相关进 行区分），实验三中限定词的使用依据名词与句子中人物或事物的距离，结果同 实验二相同，被试的泛化测验成绩与随机水平不存在显著差异，被试未能习得汉 语词汇的形-义联系。 关键词： 内隐学习 形-义联系 主观测量 结构知识 ABSTRACT The research report three laboratory experiments using semi-artificial micro-languages. These were designed to investigate whether form-meaning connections can be learned implicitly when the relevant aspects of form and meaning are attended but the relationship between them is not. Participants first study a subset sentences of the possible determiner-noun combinations and the remainder were withheld for testing recognition and generalisation ability. In Experiment 1 the choice of which determiner to use depended on the thematic role of the accompany noun Initiative or Passive . And the generalisation test performance was above chance （ ） even for participants who claimed to have been unaware of the thematic role of the accompany noun during training, which meant participants can implicitly learn form-meaning connections of Chinese word. The effect of implicit learning often requires to learning a lot of examples, so in Experiment 2, the size of the training sets was operated to study the rule of form-meaning connections which could be learned. The results showed that there was no significant differents between generalisation test performance and chance, which meant participants didn’t learn the form-meaning