非熟练中日双语者语义通达方式的影响因素——基于跨语言长时重复启动范式实验

本研究采用跨语言长时重复启动范式实验,考察了二语词汇的熟悉度和抽象度以及一语与二语的词汇形似度对非熟练中日双语者语义通达方式的影响。结果发现,要求被试在学习阶段完成日语单词的概念判断任务,测验阶段完成汉语单词的词汇判断任务时,不论是熟悉度高还是熟悉度低的日语单词,均没有产生跨语言长时重复启动效应;抽象名词出现了跨语言长时重复启动效应,而具体名词没有出现;不论是词汇形似度高还是词汇形似度低的日语单词,均没有产生跨语言长时重复启动效应。由此可见,词汇抽象度对非熟练中日双语者的语义通达方式具有较为显著的影响。它们需要通过一语词汇表征来通达二语抽象名词的概念层面,但可以直接通达二语具体名词的概念层面。     

非熟练汉—哈双语者哈萨克语的语义表征

该研究以新疆大学哈语专业学生为被试,运用跨语言长时重复启动范式来研究被试的词汇表征和概念表征。自变量为语言条件和学习状况,因变量为反应时。通过实证研究,得出以下结果及结论:在实验一中同语言和跨语言条件下学习阶段和测验阶段被试的反应时显著缩短,出现了跨语言长时重复启动效应;在实验二中同语言条件下学习阶段与测验阶段被试出现了同语言的长时重复启动效应,没有出现跨语言长时重复效应。结论:非熟练汉—哈双语者哈萨克语与汉语的概念表征是共享的,词汇表征是独立储存的。实验结果支持了共同存贮模型。     

三语者的三语词汇提取机制——来自跨语言长时重复启动范式实验的证据

本研究基于两个"跨语言长时重复启动范式"实验,对汉、英、日三语者的三语词汇提取机制进行了考察。实验1要求二语、三语均非熟练的被试在学习阶段使用日语(三语)完成图片命名任务,在测验阶段完成英语单词(二语)的真非词判断任务。实验结果没有出现长时重复启动效应,说明被试在三语产生过程中对二语词汇层面进行了抑制加工。实验2要求二语非熟练、三语熟练的被试完成与实验1相同的任务,结果出现了长时重复启动效应,说明被试在三语产生过程中没有对二语词汇层面进行抑制加工。综合两种实验结果可知,二语非熟练三语者的三语词汇提取机制符合特定语言提取阈限假设。     

中-英熟练双语者英语语内句法启动研究

采用句法启动范式和移动视窗技术,探讨中-英熟练双语者在英语句子理解中的句法启动机制.实验1中的启动句同目标句的关键动词相同;实验2中的启动句同目标句的关键动词不同.在两个实验中,都出现了句法启动效应,表明中-英熟练双语者在实时的句子理解中存在着句法启动效应,在句子加工中能够利用抽象的句法表征.研究结果支持动词句法表征模型.     

维-汉双语者语言理解中语码切换的机制

以母语为维吾尔语,第二语言为汉语的熟练和非熟练维一汉双语者为被试,采用词汇判断研究任务,通过探讨维一汉双语者维吾尔语和汉语两种语言之间的语码切换代价和代价对称与否来揭示其切换机制。结果发现：（1）熟练双语者和非熟练双语者,维吾尔语和汉语均出现了切换代价;（2）两种语言的切换代价是否存在显著性差异,取决于汉语的熟练程度,对于熟练双语者而言,切换至两种熟练语言的代价相当;对于非熟练双语者而言,切换至非熟练语言汉语的代价显著大于切换至熟练语言维吾尔语的代价,表现了切换代价的不对称性现象;（3）维-汉双语者的语码切换代价及代价的不对称性源于两种语言的激活与竞争,支持了抑制说．可以用双语交互激活模型来解释。     

任务切换和抑制控制对英汉双语者口语产出表现的影响

本研究以英汉双语者为被试,考察任务切换和抑制控制对双语者口语产出的影响。结果显示：1)双语者在非切换条件下口语产出的复杂度、准确度和流利度均高于切换条件;2)出现非对称性切换代价,切换条件下双语者汉语口语产出复杂度、准确度和流利度的受损要比英语口语的更大;3)抑制控制能力对口语产出影响呈非对称性,汉语口语产出较之英语口语受影响更大。研究结果表明任务切换和抑制控制能力对双语者口语产出影响显著。     

二语熟练程度与双语句法表征

在研究考察二语熟练程度与双语句法表征的关系中,借鉴国外句法启动的经典实验范式,设计针对不同水平英语学习者的跨语言句法启动实验,结果我们发现,汉英存在不平衡的启动效应：L1-L2的效应大于L2-L1,高水平英语学习者的效应大于低水平,且随着英语熟练程度的提高汉英双语句法表征融合度更高、共享的层面更显著。     

汉英双语者语码转换代价影响规律研究

目前有关语码转换研究大多涉及的是拼音文字,缺乏对表意文字的研究,文章以汉英双语者为研究对象,研究汉英双语者语言理解过程中语码转换代价的影响因素及其影响规律。主要研究语码转换方向、双语熟练程度和语义相关性三个因素对汉英双语者语码转换代价的影响,同时探讨了这三个因素之间的相互作用,从而探索拼音文字与表意文字之间的语码转换规律。     

中国学生英语叙事语篇主题推理加工个体差异研究

本研究旨在考察二语读者叙事语篇主题推理实时认知加工过程的个体差异,重点关注不同阅读能力的中国英语学习者。研究采用阅读时间法,以叙事语篇为实验材料,以反应时为主要实验指标。研究结果表明:(1)阅读能力存在显著主效应,高阅读技能中国英语学习者能够产出实时主题推理,而低技能读者则相对缺乏这种能力;(2)故事启动条件和主题启动条件均存在显著主效应,但与阅读能力间交互作用均不显著。     

瞬时回忆下汉语双及物结构的句法启动

双宾结构(DO)和与格结构(PO)是启动研究中最常研究的一对句型。本文旨在探究汉语双及物结构是否存在句法启动。研究者采用瞬时回忆范式,观察母语为汉语者在产出双及物结构时的结构启动现象。研究发现,当启动句为DO结构时,被试倾向于产出DO目标句;当启动句为PO结构时,被试更多产出PO目标句。汉语双及物句式在言语产生中存在明显的句法启动效应。     

古汉语作偏句的“名则动”结构

作偏句的“名则动”结构的形成有这样一个路径：一是它需要出现在“名动。＋名则动＋名动2”语境中,二是“名则动”与“名动。”关系疏离,三是“名动。”隐去,且“名则动”与“名动：”形成逻辑上的关联。“名则动”中主谓同词的“X则X”结构往往有一种弱化语义的力量,即说话人借“X则X”结构消减了“X”的语义分量,使“X”在句子语义结构中处于次要的位置。“名则动”结构蕴含有说话人的推断义,其假设和让步义是整个复句结构赋予的。     

动词论题结构信息对汉语句子理解加工的影响研究

动词论题结构信息是动词所能建构的可能的句法结构的信息。研究通过操纵动词的论题结构偏向，探讨动词的论题结构信息对汉语句子理解加工的影响。     

Influence of verb and noun bases on reading aloud derived nouns: evidence from children with good and poor reading skills

Several studies on children and adults with and without linguistic impairment have reported differences between verb and noun processing. The present study assessed whether noun and verb bases affect differently children’s reading of derived words. Thirty-six Italian good readers and 18 poor readers, all 4th or 5th graders, were asked to read aloud nouns derived from either a noun base (e.g., artista, artist) or a verb base (e.g., punizione, punishment). Word and base frequency affected latencies only for deverbal nouns, while an effect of word length emerged for denominal nouns and an inhibitory effect of suffix length was found for both types of stimuli. A high base frequency and a high whole-word frequency both led to higher levels of accuracy. Verb bases led to higher error rates than noun bases. Poor readers, although slower and less accurate than good readers, showed a pattern of results similar to that of typically developing readers. Data confirm that in 4th and 5th graders morphological decomposition may affect reading aloud of long complex words, and that the grammatical class of the base can modulate this effect.     

Semantic effects on word naming in children with developmental dyslexia

Repetition priming was used to examine whether children with dyslexia bias a lexical–semantic pathway when reading words aloud. For the dyslexic group (n = 18, age 9.4–11.8 years), but not for age‐matched controls (n = 18, age 9.2–12.4 years), reaction times when naming pictures were faster after naming the corresponding word. A reading age‐matched control group (n = 24, age 6.8–8.9 years) showed similar priming effects to the children with dyslexia. The magnitude of repetition priming was greater for children with dyslexia with poor nonword reading and slower picture naming. Assuming repetition priming of picture naming is contingent on accessing lexical phonology via semantics, the results suggest less‐skilled normal and disordered readers show a stronger bias towards a lexical– semantic pathway during word reading than skilled readers, and the severity of the phonological representations deficit modulates the strength of that bias in children with dyslexia.     

The Design Brief as a Creativity Catalyst in Design Education: Priming through Problem Statement

The design brief informs particularly the first phases of the design process; however, there are very limited studies on its role and functions. The current study proposes a framework that relates problem statement types in a design brief to creative outcomes by promoting the priming effect, which is a cognitive phenomenon describing the ways individuals behave accordingly to the way they receive a stimulus. The claim is that the brief has the potential to stimulate creativity and influence the type of outcomes by priming the design students using the problem statement. An experiment was conducted in which two groups of design students generated sketches in response to two types of problem statements (in noun and verb formations) in similar design briefs. The problem statements in verb formation were found to lead to a higher number of sketches containing more novel and flexible, yet less realisable ideas. The results support the contention that the design brief and the type of problem statements have the potential to act as a catalyst for creativity early in the design process.     

Morpho-Phonemic Similarity within and between Languages: A Factor to be Considered in Processing Arabic and Hebrew

The goal of the present study was to explore the pattern of lexical connections between translation equivalents represented in the cognitive system of an Arabic-Hebrew bilingual. To achieve this goal, repetition priming effects (reaction times (RTs) and accuracy measures) were compared between translation equivalents in the two forms of Arabic, Spoken Arabic (SA) and Literary Arabic (LA), with those between translation equivalents in Hebrew and LA, in native Arabic students living in Israel. While these students master Hebrew as well as they master LA, they consider it as a second language. LA targets were preceded by cognate and non-cognate translation equivalents in SA or Hebrew either immediately (Lag 0) or separated by four unrelated words (Lag 4), in a lexical decision task. The participants were requested to make a word/non-word decision regardless of language. Across languages, morpho-phonemic similarities augmented the repetition priming effects. At Lag 0 this effect was larger when the primes were in Hebrew than when they were in SA. At Lag 4, however, the priming effect between Hebrew and LA was significantly reduced (and even absent for non-cognates). In contrast, the priming effect between Spoken and Literary Arabic was only slightly attenuated. The conclusion was that, despite the intensive daily use and psychological proximity, Spoken and Literary Arabic are represented as first and second languages in the cognitive system of the native Arabic reader, entertaining distinct lexica. However, the strength of the lexical associations between translation equivalents is influenced by the frequency of concomitant use.     

Visual and Auditory Morphological Priming in Adults With Developmental Dyslexia

The quality of implicit morphological knowledge in adult Hebrew readers with developmental dyslexia was investigated. The priming paradigm was used to examine whether these adults extract and represent morphemic units similarly to normal readers during online word recognition. The group with dyslexia as a whole did not exhibit priming with visual presentation as opposed to both age- and reading-level controls. Priming was absent when the prime and target words shared a morpheme and even when the prime and the target were identical. Only the students with phonological dyslexia, who exhibited relatively good performance in the orthographic judgment task, exhibited repetition priming but not morphological priming. Strong repetition and morphological priming effects were found for participants with dyslexia when the stimuli were auditory. The implications of the dissociation between visual and auditory priming for the locus of the deficit in morphological processing during word recognition are discussed.     

“Helping” Versus “Being a Helper”: Invoking the Self to Increase Helping in Young Children

Can a subtle linguistic cue that invokes the self motivate children to help? In two experiments, 3‐ to 6‐year‐old children (N = 149) were exposed to the idea of “being a helper” (noun condition) or “helping” (verb condition). Noun wording fosters the perception that a behavior reflects an identity—the kind of person one is. Both when children interacted with an adult who referenced “being a helper” or “helping” ( 2 ) and with a new adult ( 3 ), children in the noun condition helped significantly more across four tasks than children in the verb condition or a baseline control condition. The results demonstrate that children are motivated to pursue a positive identity. Moreover, this motivation can be leveraged to encourage prosocial behavior.     

《论语》中的"为"字研究

对《论语》中的“为”字做了穷尽性统计,得出全书“为”字有170个,约占全书总字数的0.8%。其中以动词用法为主,共有123例,约占“为”字总数的72.4%。“为”作名词、连词、助词、语气词的例子为数很少,其中名词、助词仅各一见。     

英译汉中词类的转译

介绍了英译汉中动词与名词、形容词与副词、名词与形容词的互相转译,以及名词译成副词、形容词译成动词、副词译成动词、介词译成动词的各种情况。