语言耗损研究述评

本文概述语言耗损研究的历史与现状,包括语言耗损研究的主要内容和意义,以及目前存在的若干问题和难点。作者强调指出,语言耗损乃语言习得的伴生产物,关系极其密切．研究习得决不能忽视研究耗损。此外,由于环境因素对语言耗损有重要影响以及非同源语言对语言习得具有负面作用,研究汉语语言环境下外语耗损对中国的外语教学具有特殊的重要意义。     

The infant's developmental path in phonological acquisition

Research on how language acquisition begins has been fragmented both in terms of scientific communities and in terms of the phenomena that are taken to characterize developmental progress. In her article, Marilyn Vihman argues for an integrative approach that takes the child's efforts at speech production as primary, and notes that infants' knowledge of how words sound may accrue over a protracted period developmentally. Here, I briefly discuss how reconceptualization of the process can help integrate perspectives previously at odds.     

双语者语言转换中非目标语言的加工机制

语言转换是指双语者由所掌握的一种语言转换到另一种语言的现象, 这一现象近些年来引起了研究者的广泛关注。针对语言转换中双语者在从心理词典中顺利提取所需要的语言(称之为目标语言)时如何加工在当前任务中不使用的那种语言(称之为非目标语言), 研究者进行了大量研究。仔细分析这些研究, 可以看出这些研究主要围绕着3个核心问题: (1)语言转换中双语者使用目标语言时非目标语言是否激活; (2)若非目标语言激活, 这种激活发生在何种层面(概念层面还是词汇层面); (3)激活的非目标语言会对目标语言产生什么样的影响。以此为基础, 本文从语言产生转换和语言理解转换两大领域对相关研究进行了总结和梳理, 最后对未来的语言转换研究进行了展望。     

语言理解转换中非目标语言影响目标语言的时间进程

运用跨语言即时启动和延时启动范式,要求被试完成生物属性的语义判断任务,研究语言理解转换中非目标语言影响目标语言语义理解的时间进程。实验1非目标语言为英文,目标语言为中文,结果表明,无论是即时启动(t = -0.423, p = 0.676),还是延时启动(t = -0.82, p = 0.419),语义相关组与语义无关组都无显著差异。实验2非目标语言为中文,目标语言为英文,结果表明,在即时启动条件下,语义相关组显著快于语义无关组(t = -3.05, p = 0.006),但延时条件下语义相关组与语义无关组无显著差异(t = -0.63, p = 0.536)。综合两个实验结果表明,晚期熟练双语者在双语语言理解转换过程中语义的即时启动影响存在不对称性,语义相关的非目标语言中文对目标语言英文语义理解起促进作用;但是语义启动效应没有得到延时体现。     

Effects of language experience on the perception of American Sign Language

Perception of American Sign Language (ASL) handshape and place of articulation parameters was investigated in three groups of signers: deaf native signers, deaf non-native signers who acquired ASL between the ages of 10 and 18, and hearing non-native signers who acquired ASL as a second language between the ages of 10 and 26. Participants were asked to identify and discriminate dynamic synthetic signs on forced choice identification and similarity judgement tasks. No differences were found in identification performance, but there were effects of language experience on discrimination of the handshape stimuli. Participants were significantly less likely to discriminate handshape stimuli drawn from the region of the category prototype than stimuli that were peripheral to the category or that straddled a category boundary. This pattern was significant for both groups of deaf signers, but was more pronounced for the native signers. The hearing L2 signers exhibited a similar pattern of discrimination, but results did not reach significance. An effect of category structure on the discrimination of place of articulation stimuli was also found, but it did not interact with language background. We conclude that early experience with a signed language magnifies the influence of category prototypes on the perceptual processing of handshape primes, leading to differences in the distribution of attentional resources between native and non-native signers during language comprehension.     

Mother and father language input to young children: Contributions to later language development

There has been little research comparing the nature and contributions of language input of mothers and fathers to their young children. This study examined differences in mother and father talk to their 24 month-old children. This study also considered contributions of parent education, child care quality and mother and father language (output, vocabulary, complexity, questions, and pragmatics) to children's expressive language development at 36 months. It was found that fathers' language input was less than mothers' language input on the following: verbal output, turn length, different word roots, and wh-questions. Mothers and fathers did not differ on type-token ratio, mean length of utterance, or the proportion of questions. At age 36 months, parent level of education, the total quality of child care and paternal different words were significant predictors of child language. Mothers' language was not a significant predictor of child language.     

汉语习语理解研究

研究宗旨是探讨中国成人对汉语中三字习语的加工处理问题。研究材料包括：（１）动宾结构的惯用语,既有比喻意义又有字面意义;（２）动宾结构的一般三字词组;（３）偏正结构的三字惯用语,既有比喻意义又有字面意义;（４）偏正结构的一般三字词组;（５）动宾结构的惯用语。只有比喻意义而无字面意义;（６）三字词。它们都是被试所熟悉的。向３５名成人呈现这些词语和（７）无意义三字组合,要求他们作意义判别。结果表明,所有惯用语的判断反应均无显著性差异,各组惯用语的判断反应时均慢于单词,而快于一般词组。实验结果基本支持两种意义同时加工,但比喻意义优先完成的假设。此外,文章还讨论了习语的词汇化等问题。     

汉语综合理解能力的测试及其初步分析

采用两个测试,多媒语言理解测试和文章的阅读理解测试,分别测量了大学生的汉语综合理解能力和阅读理解能力.多媒语言理解测试根据Gernsbacher的多媒理解量表编制而成.文章的阅读理解测试是莫雷编制的<语文阅读水平测量>中的一个分测验.测斌结果表明(1)两个测试之间有显著相关和较高的一致性,说明阅读是汉语综合理解的一个重要方面;(2)汉语综合理解能力有两个成分外部语言和内部语言理解能力;(3)书面语言的阅读理解与口头语言的听力理解显著相关,说明外部语言的理解受信息传递方式的影响较小.     

Interactions of language and memory in deaf children and adults

This article reviews theoretical and empirical issues concerning the relations of language and memory in deaf children and adults. An integration of previous studies, together with the presentation of new findings, suggests that there is an intimate relation between spoken language and memory. Either spoken language or sign language can serve as a natural mode of communication for young children (deaf or hearing), leading to normal language, social, and cognitive development. Nevertheless, variation in spoken language abilities can be shown to have a direct impact on memory span. Although the ways in which memory span can effect other cognitive processes and academic achievement are not considered in depth here, several variables that can have direct impact on the language-memory interaction are considered. These findings have clear implications for the education of deaf children.     

安全和谐医患关系中的语言与形体语言

医患关系是人际交往中的一种特殊供求关系,其中,“语境与语码”、“对路”和“新鲜”、“话语的提炼”,是融洽医患关系的语言要素与沟通的基本途径。同时,医护人员正确地运用身势情态语、仪表标志语与副语言等形体语言,对医患关系的和谐也有非同小可的作用。而患者的治疗安全感与信任感,无疑也是对医护人员工作安全的一道人际保障线,它必然有助于药理疗效的优化发挥。     

Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input

It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent–child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent–child book reading interactions between 1 and 2.5 years‐of‐age predict elementary school language and literacy outcomes, controlling for the quantity of other talk parents provide their children, family socioeconomic status, and children's own early language skill. We find that the quantity of parent–child book reading interactions predicts children's later receptive vocabulary, reading comprehension, and internal motivation to read (but not decoding, external motivation to read, or math skill), controlling for these other factors. Importantly, we also find that parent language that occurs during book reading interactions is more sophisticated than parent language outside book reading interactions in terms of vocabulary diversity and syntactic complexity.     

The Effects of Multiple Presentations on the Ratings and Memorability of Novel Figurative Phrases

How the perceptions of novel figurative phrases change over the course of numerous presentations were addressed in three studies using rating tasks (Studies 1 and 3) and recall tasks (Study 2). The present set of studies replicated much of Schweigert et al.’s (J Psychol Res 32:455–475, 2003) findings of changes in correlations among figurative phrases ratings. The results also suggest that catchiness, frequency heard agreement, and frequency used agreement can be used as predictors of phrase memorability and potential predictors of later idiomaticity.     

Bilingual toddlers’ comprehension of mixed sentences is asymmetrical across their two languages

In bilingual language environments, infants and toddlers listen to two separate languages during the same key years that monolingual children listen to just one and bilinguals rarely learn each of their two languages at the same rate. Learning to understand language requires them to cope with challenges not found in monolingual input, notably the use of two languages within the same utterance (e.g., Do you like the perro? or ¿Te gusta el doggy?). For bilinguals of all ages, switching between two languages can reduce the efficiency in real‐time language processing. But language switching is a dynamic phenomenon in bilingual environments, presenting the young learner with many junctures where comprehension can be derailed or even supported. In this study, we tested 20 Spanish–English bilingual toddlers (18‐ to 30‐months) who varied substantially in language dominance. Toddlers’ eye movements were monitored as they looked at familiar objects and listened to single‐language and mixed‐language sentences in both of their languages. We found asymmetrical switch costs when toddlers were tested in their dominant versus non‐dominant language, and critically, they benefited from hearing nouns produced in their dominant language, independent of switching. While bilingualism does present unique challenges, our results suggest a united picture of early monolingual and bilingual learning. Just like monolinguals, experience shapes bilingual toddlers’ word knowledge, and with more robust representations, toddlers are better able to recognize words in diverse sentences.     

外语焦虑、紧张情绪与认知负荷对外语说谎的影响：来自中-英双语者的证据

采用错误陈述范式探究中-英双语者用母语和外语说真话和说谎时的认知神经差异, 涉及外语焦虑、认知负荷和说谎诱发的紧张情绪。对P200和CNV观察发现：(1)中-英双语者用英语说真话的P200波幅比用母语大, 说明被试用英语说话时受外语焦虑情绪影响; (2)中-英双语者用英语说谎与说真话的P200波幅无显著差异, 但用母语说谎和讲真话的P200波幅差异显著, 说明被试用外语说谎没有用母语说谎诱发的紧张情绪大; (3)中-英双语者说谎时的CNV波幅比说真话时大, 说明被试说谎比说真话的认知负荷更大; (4)中-英双语者用英语说谎时的CNV波幅比用汉语说谎时大, 说明被试用外语说谎比用母语说谎产生了更大的认知负荷。相关分析表明, 英语熟练程度是影响中-英双语者用母语和外语说谎时的认知神经差异的重要变量。     

语言对知觉的影响—— 来自颜色范畴知觉研究的证据

介绍了近年来语言和颜色范畴知觉关系研究的新进展, 特别是颜色范畴知觉效应的偏侧化、婴幼儿颜色范畴知觉的特点等。同时指出了今后需要进一步研究的问题, 如颜色范畴知觉效应偏侧化与语言的关系、右脑语言优势者颜色范畴知觉的特点、颜色加工脑区和语言加工脑区之间的关系以及婴幼儿颜色范畴知觉特点的追踪研究等。     

少数民族双语者的语言表征和语言联系

我国少数民族学生一般掌握本民族语言、汉语和英语。少数民族双语者的语言的认知特点, 是语言学和心理学共同关心的问题, 也是了解少数民族学生语言认知机制的重要途径。已有研究围绕少数民族学生的语言表征、语言联系方式以及言语理解与言语产生的加工特点展开。本文系统地介绍了已有研究, 并提出未来研究应关注少数民族学生的语言认知加工的异同比较、少数民族文字的加工特点、少数民族学生加工汉字词的特点,以及少数民族学生第三语言的加工特点及其影响因素。