语义类标记在中国手语词词汇识别和语义提取中的作用

通过2个实验, 考察了语义类标记在中国手语词汇识别和语义提取中的作用。实验1采用手语词汇判断任务, 比较了有、无语义类标记的手语词汇识别。实验2采用语义决定任务, 探讨了语义类标记对手语词语义提取的影响。结果表明, 语义类标记影响聋生对手语词的识别和语义提取。聋生识别有语义类标记的手语词显著快于识别无语义类标记的手语词。当语义类标记与手语词的语义一致时, 能够促进聋生对手语词的语义提取; 当语义类标记与手语词的语义不一致, 会干扰聋生对手语词的语义提取。中国手语词语义类标记效应的发现, 丰富了中国手语词词汇认知的理论, 对聋人的语言教学和概念教学具有重要的启示。     

聋生汉字识别的同音判断与启动效应实验研究

本研究采用暂同形似、音同形异、音异形似和无关字四类汉字字组为实验材料．每类字组都按汉字使用频率分为低频字、中频字、高频字三种．对使用手语聋生和使用口语聋生进行了同音判断和启动效应实验,旨在探究聋生在汉字识别过程中语音编码所起的作用。实验结果表明,在聋生汉字识别中,字形的知觉加工对提取语音具有非常重要的作用,但语音的提取对聋生来说非常困难。不同字频对不同字组的同音判断成绩的影响不同,表明聋生对不同汉字的语音意识不同。聋生在汉字识别中存在语音混淆和字形混淆的现象,说明语音编码和字形编码在汉字识别过程中都起了重要的作用。字频对聋生汉字识别的影响也不同,同频字产生语音特征的影响;低频字产生字形特征的影响;而中频字都不产生语音特征和字形特征的影响。     

不同感觉通道词汇影响聋生汉字加工的实验研究

本研究为考察聋生在接受不同感觉通道词汇时的汉字加工特点和听觉编码所起的作用,采用听觉词汇、视觉词汇和其他感觉词汇等三类词汇为实验材料,对手语聋生组、口语聋生组以及大学生进行了新旧词汇判断、包含与排除两个实验。实验表明,聋生在汉字加工中不仅使用视觉编码,而且无意识地、自动地使用了听觉编码,这在内隐测验中可表现出来。由此可推断,聋生汉字加工困难的原因在于有意识地使用听觉编码的能力较低。     

聋人双字词音位识别的实验研究

聋人能利用视觉音素意识解码词汇语音。与健听人音位位置效应一致,聋人对汉字声母更敏感,但双字词中是否也有类似的声母优势还不清楚。采用音位识别任务探讨聋人双字词识别的声母优势及其原因,研究一利用编码方式考察指拼的作用,发现了声母识别优势,表明聋人能利用字母和指拼两种方式解码双字词语音且编码方式不影响声母优势;研究二进一步利用汉字位置探讨音位序列加工对声母识别优势的作用,结果发现了声母优势、首字优势及首字声母优势,表明聋人识别双字词音位在汉字水平、汉字音节内水平都遵循从左至右的序列加工,与健听人一致,同时还受指拼声母的特殊影响。整个研究表明,聋人识别汉字语音建立在视觉音素意识基础上,双字词的声母识别优势受指拼声母强化、双字词汉字位置效应、音节内音位位置效应的共同作用。     

聋生汉字加工的自由回忆与词序位置记忆实验研究

本研究采用韵母相同、声母相同、音异形似和音同形似四类汉字字组,对使用手语聋生、使用口语聋生和听力正常大学生进行了自由回忆和词序位置记忆两个实验。结果表明,聋生不论在汉字字组的自由回忆中还是在汉字次序信息的记忆中,对汉字的记忆效果不仅都与字组类型有关,而且都受到了语音干扰,存在语音混淆现象。这就证明,聋生在汉字加工过程中使用了语音编码,语音编码在聋生汉字加工过程中确实起到了非常重要的作用。     

手语词识别的影响因素探讨——手语词的两个网络系统及其交互作用

采用真假词判断任务考察影响手语词识别的因素,探讨词汇网络系统和语义网络系统的变量在手语词识别中的作用及其交互作用。结果表明,在手语词识别中,既存在着熟悉性效应、复杂度效应、象似性效应和具体性效应,又存在着熟悉性与象似性、具体性的交互作用。这表明,手语词识别既涉及词汇网络系统的变量,又涉及语义网络系统的变量,既包含着由"形"至义的数据驱动加工,又包含着由义至"形"的概念驱动加工。手语词识别与书面语词识别具有共性。研究还表明,形象性影响聋人对手语词的识别。     

大学生偶发和外显编码中的自我参照效应

在自我参照范式中加入偶发编码加工方式,并采用R/K判断范式考察中国大学生在偶发编码和外显编码方式中的记忆成绩.结果发现:在R指标上,偶发编码方式和外显编码方式中均出现了自我参照效应和母亲参照效应;参照自我加工的记忆成绩显著高于参照母亲加工的记忆成绩;外显编码方式中的记忆成绩显著高于偶发编码方式的记忆成绩.结果提示,当需提高对信息的记忆成绩时,只要呈现自我线索就足够了,并不需要对其进行外显编码加工.     

移动窗口条件下聋生阅读过程中字词识别的实验研究

本研究采用移动窗口技术,以短文为实验材料,分别以单字呈现和多字呈现两种方式,对阅读技能水平较高和较低的聋生进行了实验,旨在验证和探讨聋生在汉语文章阅读过程中语音编码所起的作用。实验结果发现,聋生在短文阅读过程中存在语音激活的现象,但语音与字形所起的作用在不同实验中表现不同;聋生,特别是阅读能力较高的聋生,在阅读过程中,字形起到了关键的作用。     

语音编码在聋生唇读汉字语音识别中的作用

本研究探讨了聋生唇读汉字语音识别中语音编码、助听器、音素可见性的作用。结果表明,编码方式、助听器与音素之间的交互作用在正确率和反应时上都显著,音素可见性在唇读汉字语音识别过程中作用明显,助听器明显作用于单韵母语音识别过程。尽管语音编码、口形运动编码与手指语编码共同作用于聋生唇读汉字语音识别的过程,但手指语编码与口形运动编码的作用明显不如语音编码,语音编码内在强力支持着聋生唇读汉字语音识别的过程,起着中间调节器的功能。     

编码方式、认知负荷和线索数量对前瞻记忆的影响

采用2（编码方式：执行意向、练习）×2（认知负荷：高、低）×2（线索数量：单一线索、多线索）的混合设计探讨在不同认知负荷和线索数量下两种编码方式对前瞻记忆的影响。结果表明：认知负荷和编码方式交互作用显著,在高认知负荷条件下,练习编码显著好于执行意向编码;线索数量和编码方式交互作用显著,在多线索条件下,练习编码显著好于执行意向编码。说明执行意向编码更容易受认知负荷和线索数量的影响。研究支持了预备注意与记忆加工理论。     

Silent reading: Insights from second-generation deaf readers

Previous studies indicate that hearing readers sometimes convert printed text into a phonological form during silent reading. The experiments reported here investigated whether second-generation congenitally deaf readers use any analogous recoding strategy. Fourteen congenitally and profoundly deaf adults who were native signers of American Sign Language (ASL) served as subjects. Fourteen hearing people of comparable reading levels were control subjects. These subjects participated in four experiments that tested for the possibilities of (a) recoding into articulation, (b) recoding into fingerspelling, (c) recoding into ASL, or (d) no recoding at all. The experiments employed paradigms analogous to those previously used to test for phonological recoding in hearing populations. Interviews with the deaf subjects provided supplementary information about their reading strategies. The results suggest that these deaf subjects as a group do not recode into articulation or fingerspelling, but do recode into sign.     

Looking through phonological shape to lexical meaning: The bottleneck of non-native sign language processing

In two studies, we find that native and non-native acquisition show different effects on sign language processing. Subjects were all born deaf and used sign language for interpersonal communication, but first acquired it at ages ranging from birth to 18. In the first study, deaf signers shadowed (simultaneously watched and reproduced) sign language narratives given in two dialects, American Sign Language (ASL) and Pidgin Sign English (PSE), in both good and poor viewing conditions. In the second study, deaf signers recalled and shadowed grammatical and ungrammatical ASL sentences. In comparison with non-native signers, natives were more accurate, comprehended better, and made different kinds of lexical changes; natives primarily changed signs in relation to sign meaning independent of the phonological characteristics of the stimulus. In contrast, non-native signers primarily changed signs in relation to the phonological characteristics of the stimulus independent of lexical and sentential meaning. Semantic lexical changes were positively correlated to processing accuracy and comprehension, whereas phonological lexical changes were negatively correlated. The effects of non-native acquisition were similar across variations in the sign dialect, viewing condition, and processing task. The results suggest that native signers process lexical structural automatically, such that they can attend to and remember lexical and sentential meaning. In contrast, non-native signers appear to allocate more attention to the task of identifying phonological shape such that they have less attention available for retrieval and memory of lexical meaning.     

聋大学生的词汇习得年龄效应

通过3个实验, 考察了聋大学生的词汇习得年龄效应。实验1采用汉字命名任务和图片命名任务, 被试使用手语命名, 发现在图片命名中存在着词汇习得年龄效应, 在汉字命名中未出现此效应。实验2和实验3分别采用汉字词语义分类任务和图片语义分类任务, 要求被试做生命物和非生命物的判断, 发现在两个语义分类任务中均出现了词汇习得年龄效应。整个研究表明, 在控制了语音因素之后, 语义因素在聋生的词汇习得年龄效应产生中具有重要的作用, 从而支持了语义假设。     

Effects of signability and imagery on word recall of deaf and hearing students

This study examined 40 deaf and 20 hearing students' free recall of visually presented words varied systematically with respect to signability (i.e., words that could be expressed by a single sign) and visual imagery. Half of the deaf subjects had deaf parents, while the other half had hearing parents. For deaf students, recall was better for words that had sign-language equivalents and high-imagery values. For the hearing students, recall was better for words with high-imagery values, but there was no effect of signability. Over-all, the hearing students recalled significantly more words than the deaf students in both immediate and delayed free-recall conditions. In immediate recall, deaf students with deaf parents reported using a sign-language coding strategy more frequently and recalled more words correctly than deaf students with hearing parents. Serial-position curves indicated several differences in patterns of recall among the groups. These results underline the importance of sign language in the memory and recall of deaf persons.     

视觉语言对听觉障碍人群阅读能力的影响及作用机制

听觉障碍人群由于听觉部分或完全受损, 视觉语言——唇读和手语就成为其阅读能力发展的主要途径。唇读有助于听觉障碍人群形成语音表征, 与词汇知识相互影响, 且可以促进字词阅读及阅读理解的水平; 口语或书面语的加工可以激活相应的手语表征, 手语影响着听觉障碍人群各个层次的阅读能力。未来研究应该关注语音意识、词汇知识等技能在视觉语言影响听觉障碍人群阅读能力过程中的作用机制, 并以视觉语言为中心, 发展出适合汉语听觉障碍人群阅读能力习得的理论模型。     

Sequential letter and word recognition in deaf and hearing subjects

To examine the processing of sequentially presented letters of familiar and nonsense words, especially among Ss of vastly differing experience on sequential tasks, three groups of Ss were tested on letters of words spelled sequentially on an alphanumeric display and on letters of words fingerspelled. These were a deaf group (N=33) with little or no hearing and who varied in their fingerspelling ability; a staff group (N=12) who taught fingerspelling and were highly proficient; and a hearing group (N=19). Of principal interest was the finding that the hearing Ss did better on nonsense letter recognition, while the deaf group did better on word recognition. Word length was important except to the staff Ss on fingerspelled words, which also suggests that concentration on fingerspelling proficiency forces attention to the whole word and not its component letters. Hearing Ss, who are the group faced with an unfamiliar task, seemed to attend to each letter and hence had more difficulty with recognition of the longer unit.