图词干扰范式下的语义效应

图-词干扰范式下存在着语义干扰效应（semanticinterferenceeffects,SIE）。研究发现,在图-词干扰范式下,语义干扰词对图片命名或者起干扰作用,或者起促进作用。产生这两种截然不同的语义效应的机制很复杂。主要有两种假说：⑴词汇选择竞争说：认为当干扰词和目标图画有语义关联时,干扰词和目标图画所对应的概念表征相互激活,从而造成语义干扰,词汇节点要通过竞争才能得到选择。⑵相对范畴水平说：认为决定语义效应及效应大小的关键因素是干扰词和目标词之间的范畴水平,如果干扰词和目标图画处在同一范畴的相同水平,则产生语义干扰;如果干扰词和目标图画处在同一范畴的不同水平,则产生语义促进。文章回顾了已有的研究及各种假说的争论,并对未来研究进行了展望     

图-词干扰范式下汉语口吃者的语义编码

采用图-词干扰范式, 通过2个实验考察了汉语口吃者的语义编码。实验1发现, 在基本水平命名中,口吃者与非口吃者均表现出语义干扰效应, 语义相关干扰词的命名时间显著长于语义无关干扰词的命名时间, 口吃者在语义相关干扰条件下所受到的干扰比非口吃者大; 在类别水平命名中, 口吃者与非口吃者的表现类似, 都表现出语义促进效应, 语义相关干扰词的命名时间显著短于语义无关干扰词的命名时间, 语义相关干扰词的命名错误率也显著低于语义无关干扰词的命名错误率。实验2发现, 在基本水平命名中, 当SOA为-200 ms、-100 ms和0 ms时, 语义相关干扰条件下的反应时显著长于在语义无关干扰条件下的反应时, 当SOA为-100 ms和0 ms时, 口吃者的语义干扰效应比非口吃者更加明显。整个研究表明, 口吃者的语义编码出现了延缓, 口吃者比非口吃者需要更多的时间来排除语义干扰词的干扰。研究结果在一定程度上支持了关于口吃的多因素模型。     

语义相似性与类别大小对图-词干扰范式下语义效应的影响

采用基本水平命名和类别水平命名任务, 通过2个实验, 考察了图-词之间的语义相似性与类别大小对图-词干扰范式下语义效应的影响。实验1发现, 图片命名时间在语义相似性高的干扰词条件下显著快于在语义相似性低的干扰词条件下, 但这种效应只出现在基本水平命名任务中, 未出现在类别水平命名任务中。图-词之间的语义相似性高低对低熟悉图片命名影响大, 对高熟悉图片命名影响小。实验2显示, 语义关联的干扰词对图片的基本水平命名产生了语义干扰效应, 对图片的类别水平命名产生了语义促进效应。类别大小强化了语义效应：类别大, 图片的基本水平命名的语义干扰效应更大, 图片的类别水平命名的语义促进效应更强。整个研究表明, 图-词之间的语义关联的强度影响语义效应的方向, 图-词之间的语义关联的广度影响语义效应的强弱。需要结合多种理论来解释图-词之间的语义相似性和类别大小对图-词干扰范式下语义效应的影响。     

言语产生中音韵编码的计划广度:来自图-词干扰范式的证据

采用图-词干扰范式,要求被试口语产生包含三个名词的句子,同时听觉呈现干扰刺激并操纵其与各个名词的语音相关性,通过与无关刺激相比,与各个名词语音相关的干扰刺激产生的语音效应,探讨句子产生中音韵编码的计划广度,同时检验音韵编码的层级激活假设。结果发现,只有第一个名词上出现了语音促进效应,第二和第三个名词上既无语音促进,也无语音干扰。该结果与层级激活假设相悖,表明句子产生中音韵编码的计划广度为第一个韵律词。     

汉语单音节和双音节词汇产生中的音韵编码过程：内隐启动范式研究

采取内隐启动范式研究汉语词汇产生中的音韵编码过程。实验一和二探测单字词产生中首音相同、韵和声调都相同时的启动效应,结果未发现首音启动效应,却发现了韵和声调相同时的抑制效应。实验三至五探测双字词产生中音节相同、声调相同以及音节和声调都相同时的促进效应,实验结果发现了显著的音节、音节和声调的促进效应,未得到显著的声调促进效应。上述结果表明,音节或“音节＋声调”是汉语词汇产生中的编码单元,音节促进效应发生在音韵编码水平;声调只是节奏框架的一部分,它只能与音节结合在一起才能起作用。结合汉语的特点讨论了研究结果,并与英语或荷兰语的研究结果进行了对比。最后提出了两种可能产生“韵母＋声调”抑制效应的原因,并讨论了记忆可能对实验结果产生的影响     

阅读方式和学习次数对中文词汇的产生效应的影响

产生效应是指朗读单词的记忆成绩要好于默读单词的。目前存在特异观和强度观两种理论解释,特异观强调朗读的相对特殊性,强度观强调朗读单词的编码强度高于默读单词的。为了检验两种理论,本研究采用“学习-再认”的实验范式,将阅读方式分别设置为被试内和被试间变量,通过两项实验考察阅读方式和学习次数对中文词汇的产生效应的影响。实验1采用被试内设计考察阅读方式和学习次数对产生效应的影响。结果发现阅读方式和学习次数的主效应显著,二者的交互作用不显著。实验2将阅读方式设置为被试间变量,采用混合设计考察阅读方式和学习次数对产生效应的影响。结果发现学习次数的主效应显著,阅读方式的主效应和二者的交互作用不显著。结果表明产生效应未随着项目编码强度的增强而增强,支持特异观。     

The Role of the Phonological Loop in English Word Learning: A Comparison of Chinese ESL Learners and Native Speakers

Although the role of the phonological loop in word-retention is well documented, research in Chinese character retention suggests the involvement of non-phonological encoding. This study investigated whether the extent to which the phonological loop contributes to learning and remembering visually introduced words varies between college-level Chinese ESL learners (N = 20) and native speakers of English (N = 20). The groups performed a paired associative learning task under two conditions (control versus articulatory suppression) with two word types (regularly spelled versus irregularly spelled words) differing in degree of phonological accessibility. The results demonstrated that both groups’ recall declined when the phonological loop was made less available (with irregularly spelled words and in the articulatory suppression condition), but the decline was greater for the native group. These results suggest that word learning entails phonological encoding uniformly across learners, but the contribution of phonology varies among learners with diverse linguistic backgrounds.     

Dyad Practice Impacts Self-Directed Practice Behaviors and Motor Learning Outcomes in a Contextual Interference Paradigm

We studied dyad practice to determine whether and how alternating practice blocks with a partner impacts self-directed practice scheduling, learning, and perceptions of practice. Participants were assigned to be Partner 1 (P1) or 2 (P2). P1s had a blocked, random, or self-directed schedule, while all P2s self-directed practice of 3, differently-timed keystroke-sequences. P2s showed both own error-dependent practice (switching sequences following better performance) and partner-dependent practice, with the partner's schedule impacting sequence selection and switching frequency. A partner's schedule also impacted learning. Random practice resulted in better timing accuracy than blocked practice for both partners in an immediate and delayed retention test. These data give evidence that self-directed practice behaviors and learning outcomes are modulated by a partner's practice schedule.     

Multitasking and Persuasion: The Role of Structural Interference

Although the inhibiting effects of multitasking can be explained by 2 components, capacity interference (CI) and structural interference (SI), studies that have specifically focused on SI are limited. Thus, the present study examined the effects of SI in persuasion using 2 experimental studies. Results of Study 1 showed that SI (not CI) reduced both comprehension and counterarguing. In addition, results of Study 2 showed that SI effects occur not only in single-channel multitasking but also in dual-channel multitasking, and that SI effects occur not only when content interference is high (language-based multitasking) but also when it is low (non–language-based multitasking). The role of SI in multitasking effects has important implications for research on audience behaviors and persuasive communication.     

阅读方式和学习次数对中文词汇的产生效应影响的发展研究

产生效应指朗读单词的记忆成绩要好于默读单词的记忆成绩。采用“学习-再认”的实验范式,以小学三年级、小学五年级、初一、初二和大学生为被试,采用2（阅读方式：朗读,默读）×2（学习次数：1次,3次）×5（年级：三年级,五年级,初一,初二,大学）的混合设计,探讨中文词汇产生效应的发展特点。结果发现：（1）年级的主效应显著,大学生的记忆成绩显著高于三年级、五年级和初一学生的;五年级、初一和初二学生的记忆成绩显著高于三年级学生的;（2）阅读方式的主效应显著,朗读的记忆成绩显著高于默读的;（3）学习次数的主效应显著,3次的记忆成绩显著高于1次的;（4）阅读方式和年级的交互作用显著,在朗读的记忆成绩上,小学三年级的与大学生的差异显著,但小学五年级、初一、初二学生的和大学生的差异均不显著,说明朗读的记忆成绩在小学五年级趋于成熟;在默读的记忆成绩上,小学三年级、五年级、初一学生的均与大学生的差异显著,初二学生的与大学生的无显著差异,表明默读的记忆成绩在初二年级趋于成熟。初一学生的产生效应大小与大学生的无差异。研究结果支持产生效应的特异观。     

Interference and Facilitation in Spoken Word Production: Effects of Morphologically and Semantically Related Context Stimuli on Picture Naming

We report two picture–word interference experiments investigating conceptual and lexical activation, and response selection, in speaking. We varied stimulus onset asynchrony to investigate potential fine-grained activation and competition effects. Morphologically related existing and pseudoword adjectives, as well as associatively related adjectives, served as context stimuli in Experiment 1. In Experiment 2, we focused on semantic interference by using morphologically related and unrelated subordinates of the target concept as context stimuli. Morphologically complex pseudowords were also included as context stimuli. Pseudowords should not interfere, given that they have no lexical or conceptual representation. We consistently obtained facilitation with all morphologically related context stimuli, irrespective of their lexical status. We argue that effects originate at the word-form level, and discuss how our results may help decide among the many explanations of semantic interference in picture naming.     

The Learning Paradigm College – John Tagg

Books reviewed: The Learning Paradigm College. By John Tagg. Boston, Mass.: Anker Publishing Co., 2003. xviii & 379 pages. ISBN 1-8829-8258-4. $39.95 (Cloth).     

Selection through Rejection: Reconsidering the Invariant Learning Paradigm

Two experiments are reported that investigate the nature of selections in the McGeorge and Burton (1990) invariant learning paradigm. McGeorge and Burton suggest that subjects implicitly acquire abstract knowledge of an invariant feature (usually the presence of the digit '3') in a set of 30 stimuli. McGeorge and Burton's analysis has recently been challenged by Cock, Berry, and Gaffan (1994) and by Wright and Burton (1995). In this paper, we demonstrate that performance is based on knowledge of other aspects of the learning set besides the invariant digit, but that this knowledge is still implicit. Altering the nature of the learning stimuli to highlight these co-varying features enhances the effects and increases the reporting of explicit knowledge. Our results indicate that performance within this paradigm is more easily characterized as rejection of salient negatives than selection of positive instances, but that salience is not based simply on similarity.     

The Level of Detail in Infants' Word Learning

ABSTRACT— This article summarizes recent findings on infant word learning and recognition. Infants initially store very detailed representations of words, including details that are not truly necessary for word recognition. As they are exposed to more varied productions of words, they develop more sophisticated knowledge about which details are important, and streamline their representations, allowing them to better recognize words across different contexts, speakers, and environments.     

Organizational Learning: The Role of the Physical Environment

This paper examines the role of the physical environment in facilitating organizational learning. Semi-structured interviews related to learning and experiences of physical environment were conducted in two organizations in India. Workspaces were studied using non-participant observation. Cognitive maps of the layouts were created and movements in the workspaces mapped. Content analysis was performed on interview responses, and space syntax analysis was used to analyse maps of the workspaces. Findings suggest that knowledge in organizations is transformed through dialogue and discussion. Relationships, supportive leadership, culture, organizational strategy, and physical environment were found to play a key role in facilitating this process. The physical environment afforded co-presence, movement, and encounter. These features were found to contribute to interaction that facilitated dialogue, and thereby transformation of knowledge. This paper highlights the importance of physical design and provides areas of concrete intervention, allowing for facilitation of learning based on the physical dimension of the learning context.     

The Influence of Child-Directed Speech on Word Learning and Comprehension

This paper describes an investigation into the function of child-directed speech (CDS) across development. In the first experiment, 10–21-month-olds were presented with familiar words in CDS and trained on novel words in CDS or adult-directed speech (ADS). All children preferred the matching display for familiar words. However, only older toddlers in the CDS condition preferred the matching display for novel words. In Experiment 2, children 3–6 years of age were presented with a sentence comprehension task in CDS or ADS. Older children performed better overall than younger children with 5- and 6-year-olds performing above chance regardless of speech condition, while 3- and 4-year-olds only performed above chance when the sentences were presented in CDS. These findings provide support for the theory that CDS is most effective at the beginning of acquisition for particular constructions (e.g. vocabulary acquisition, syntactic comprehension) rather than at a particular age or for a particular task.     

Sound-symbolism: A Piece in the Puzzle of Word Learning

Sound-symbolism is the idea that the relationship between word sounds and word meaning is not arbitrary for all words, but rather that there are subsets of words in the world’s languages for which sounds and their symbols have some degree of correspondence. The present research investigates sound-symbolism as a possible route to the learning of an unknown word’s meaning. Three studies compared the guesses that adult participants made regarding the potential meanings of sound-symbolic and non-sound symbolic obsolete words. In each study, participants were able to generate better definitions for sound-symbolic words when compared to non-sound symbolic words. Participants were also more likely to recognize the meanings of sound symbolic words. The superior performance on sound-symbolic words held even when definitions generated on the basis of sound association were eliminated. It is concluded that sound symbolism is a word property that influences word learning.     

内隐学习研究的核心方法——人工语法范式

本文是对近三十年来内隐学习的核心研究方法--人工语法范式--的一个总结.文章分三个部分,分别介绍了人工语法范式的三个要素.第一部分介绍了学习材料要素,即限定状态语法和双条件语法.第二部分介绍了指导语要素,着重讲解了它的实验性分离功能.第三部分介绍了程序要素,伴随内隐学习研究问题的深入和复杂化趋势,循序演绎了研究者对人工语法范式程序所做的调整.     

The Role of Antibody in Korean Word Recognition

A subsyllabic phonological unit, the antibody, has received little attention as a potential fundamental processing unit in word recognition. The psychological reality of the antibody in Korean recognition was investigated by looking at the performance of subjects presented with nonwords and words in the lexical decision task. In Experiment 1, the nonwords with a high-frequency antibody were processed more slowly than those with a low-frequency antibody. Experiment 2 showed that separating the antibody unit is advantageous in processing certain types of Korean words. These results indicate that the antibody is a part of the lexical representation system and is a fundamental unit of lexical processing.