句法启动的产生机制

句法启动是指个体在产生和理解句子时,倾向于重复使用刚刚加工过的句法结构。本文梳理了句法启动研究在句法启动的实质（语义的还是句法的）、驱动机制（是词汇驱动的还是词汇独立的）、以及时间进程（激活、内隐学习还是双机制理论）等方面的最新进展,发现以下结论：语义对语言产生中的句法启动起着重要作用,但对语言理解中的句法启动作用不明显;语言产生中的句法启动不依赖于词汇重叠,而语言理解中的句法启动大部分是词汇驱动的;激活说能解释语言理解中的句法启动,内隐学习说能够解释相对持久的语言产生中的句法启动现象,双机制理论则可以揭示语言理解中相对持久的句法启动现象。同时指出,以汉语为材料以及通过优化研究设计、丰富研究方法手段等可以深化研究。     

阈下情绪启动效应的衰退和反应竞争模型

研究包含两个实验,均采用反应时测量的方法。第一个实验考查并验证了阈下情绪启动效应衰退的现象;第二个实验的结果则支持反应时指标测量情绪启动效应发生机制的反应竞争的观点,并提出阈下情绪启动效应的内在机制模型。文章最后用反应竞争的观点对第一个实验中的现象进行了解释,提示内隐学习可能在效应衰退现象中发挥作用。     

时间节律的内隐学习及其特征:来自双维度SRT的证据

本文引入双维度SRT方法,以研究时间节律的内隐学习。在第一个实验中,时间节律的内隐学习得到了证明,双维度SRT方法的信度和效果也得到初步验证;实验二则从整体和局部启动角度比较了节律内隐学习和字母序列内隐学习的差异。两个实验得出结论:(1)节律信息可以被内隐地学习到;(2)节律内隐学习和字母序列内隐学习的显露时机不同,前者更加滞后;(3)两者的机制也不同,前者更倾向于以整体方式进行学习。     

内隐学习本质特征的实验研究

本实验以人工语法范式的常规模式和Reber语法的一个变式对内隐与外显学习进行了分离,采用的手段为记忆指导语与规则发现指导语。此外,我们还增添了字母集变量以了解内隐学习的抽象性,及时间变量(单元)以推测内隐学习的理解性。通过本实验,我们再次证明了内隐学习的自动性,初步验证了内隐学习的抽象性、间接测得了内隐学习的理解性。     

中小学生内隐序列学习的机制

内隐序列学习是内隐学习的一种重要形式。该文探讨了中小学生内隐序列学习的心理机制及次级任务影响内隐序列学习的实质。结果表明,中小学生对不同结构序列的内隐学习是由一个单一的学习机制完成的,学习的过程即是形成序列内相邻元素间联合的过程;另外,注意能量并不是内隐序列学习的重要影响因素,次级任务影响内隐序列学习并不是因为其分散了注意能量,而是破坏了对序列元素的组织。     

论内隐学习在二语习得中的作用

简要地介绍了内隐学习的内涵、机制等内容,进而分析其在二语习得语音、词汇、语法、阅读和写作中的作用。     

人工语法中的内隐学习实验研究

用Reber等人发明的人工语法和人工语法学习程序,研究在复杂规则学习中的内隐学习与外显学习过程.实验结果发现内隐学习中启动效应存在,内隐学习效应明显,支持Reber等人提出的内隐学习理论;对内隐记忆与外显记忆关系的研究,支持杨治良等(1998)提出的内隐和外显记忆的"钢筋水泥"结构性模型的假设.     

内隐学习理论的新进展及其对专长研究的启示

内隐学习是近年来心理学领域的一个新兴的研究课题。该研究对近些年内隐学习理论的新进展进行了论述,主要表现在内隐学习的抽象性、内在表征机制、内隐学习和外显学习的相互关系以及内隐学习的应用领域等方面。内隐学习的这些新进展为专长获得的内在机制和专长习得途径方面的研究提供了新的视野。     

结合东巴文学习汉字对幼儿汉字字形记忆的影响

采用任务分离范式考察汉字学习的三种方式—只学习汉字、结合图画学习汉字、结合东巴文学习汉字对幼儿汉字字形记忆的影响。实验1采用再认任务考察学习方式对汉字字形外显记忆的影响, 分为学习、干扰、即时测试和延迟测试4个阶段。80名幼儿被分配进汉字组、东巴文组、东巴文-汉字组和图画-汉字组, 并接受统一的教学指导语。结果表明, 无论是即时测试还是延迟测试, 东巴文-汉字组的再认成绩均显著好于图画-汉字组和汉字组; 即时测试的再认成绩均好于延迟测试; 名词的再认成绩均好于动词。实验2采用偏好判断任务考察学习方式对汉字字形内隐记忆的影响。结果表明, 无论是即时测试 还是延时测试, 东巴文-汉字组的内隐启动量均显著大于其他各组; 即时测试与延迟测试的内隐启动量无显著差异; 名词的内隐启动量显著大于动词。整个研究表明, 东巴文对幼儿的汉字字形记忆具有明显的促进作用。所以如此, 既与东巴文的象形和表意性质有关, 也与东巴文与汉字的结构相似有关, 还与幼儿的认知特点有关。     

内隐学习潜在机制研究的某些新进展

内隐学习需要一定的注意和工作记忆参与,但关于它们影响内隐学习过程的潜在机制尚存在争议;随着内隐序列学习研究的深入,研究们开始关注序列知识的表征问题,这为揭示内隐知识的潜在表征机制开辟了新的途径;有关内隐学习神经机制的研究表明,基底神经节、联合区、额叶在内隐学习中起重要作用。     

Persistent structural priming from language comprehension to language production

To examine the relationship between syntactic processes in language comprehension and language production, we compared structural persistence from sentence primes that speakers heard to persistence from primes that speakers produced. [Bock, J. K., & Griffin, Z. M. (2000). The persistence of structural priming: transient activation or implicit learning? Journal of Experimental Psychology: General, 129, 177-192.] showed that the production of target priming structures increased the probability of spontaneously using the same structures to describe events in subsequent pictures that were semantically unrelated to the primes. These priming effects persisted across as many as ten intervening filler trials. The present studies replicated these results using auditorily presented primes to which participants only listened. The results indicated persistence of priming across all lags, with relative magnitudes of priming as large as those observed by Bock and Griffin. The implication is that structural priming is persistent regardless of the modality in which language structures are experienced, underscoring the power of priming as an implicit learning mechanism.     

Structural Priming as Implicit Learning: A Comparison of Models of Sentence Production

Structural priming reflects a tendency to generalize recently spoken or heard syntactic structures to different utterances. We propose that it is a form of implicit learning. To explore this hypothesis, we developed and tested a connectionist model of language production that incorporated mechanisms previously used to simulate implicit learning. In the model, the mechanism that learned to produce structured sequences of phrases from messages also exhibited structural priming. The ability of the model to account for structural priming depended on representational assumptions about the nature of messages and the relationship between comprehension and production. Modeling experiments showed that comprehension-based representations were important for the model's generalizations in production and that nonatomic message representations allowed a better fit to existing data on structural priming than traditional thematic-role representations.     

Structural priming as implicit learning: Cumulative priming effects and individual differences

We explored the claim that structural priming is a case of implicit learning within the language production system. The experiment began with a baseline phase, in which we assessed participants’ rates of production for double object and prepositional object constructions. Then participants were biased toward the production of either the double object or prepositional object construction. Finally, we again assessed participants’ rates of production for the target constructions. Consistent with claims that structural priming is a case of implicit learning, we found that biasing participants toward the prepositional object construction produced stronger cumulative priming effects than did biasing participants toward the double object construction. We also found that individual differences in implicit learning were marginally correlated with overall rates of production for the double object construction. Participants who scored better on the learning task tended to produce fewer double object constructions.     

The Persistence of Priming: Exploring Long-lasting Syntactic Priming Effects in Children and Adults

The implicit learning account of syntactic priming proposes that the same mechanism underlies syntactic priming and language development, providing a link between a child and adult language processing. The present experiment tested predictions of this account by comparing the persistence of syntactic priming effects in children and adults. Four-year-olds and adults first described transitive events after hearing transitive primes, constituting an exposure phase that established priming effects for passives. The persistence of this priming effect was measured in a test phase as participants described further transitive events but no longer heard primes. Their production of passives was compared to a baseline group who described the same pictures without any exposure to primes. Neither immediate nor long-term priming effects differed between children and adults but both children and adults showed significant immediate and persistent effects of the priming when the test phase occurred immediately after the exposure phase and when a short delay separated the exposure and test phase. The implications of these results for an implicit learning account of syntactic priming are discussed.     

Implicit statistical learning in language processing: Word predictability is the key

Fundamental learning abilities related to the implicit encoding of sequential structure have been postulated to underlie language acquisition and processing. However, there is very little direct evidence to date supporting such a link between implicit statistical learning and language. In three experiments using novel methods of assessing implicit learning and language abilities, we show that sensitivity to sequential structure – as measured by improvements to immediate memory span for structurally-consistent input sequences – is significantly correlated with the ability to use knowledge of word predictability to aid speech perception under degraded listening conditions. Importantly, the association remained even after controlling for participant performance on other cognitive tasks, including short-term and working memory, intelligence, attention and inhibition, and vocabulary knowledge. Thus, the evidence suggests that implicit learning abilities are essential for acquiring long-term knowledge of the sequential structure of language – i.e., knowledge of word predictability – and that individual differences on such abilities impact speech perception in everyday situations. These findings provide a new theoretical rationale linking basic learning phenomena to specific aspects of spoken language processing in adults, and may furthermore indicate new fruitful directions for investigating both typical and atypical language development.     

How Many Mechanisms Are Needed to Analyze Speech? A Connectionist Simulation of Structural Rule Learning in Artificial Language Acquisition

Some empirical evidence in the artificial language acquisition literature has been taken to suggest that statistical learning mechanisms are insufficient for extracting structural information from an artificial language. According to the more than one mechanism (MOM) hypothesis, at least two mechanisms are required in order to acquire language from speech: (a) a statistical mechanism for speech segmentation; and (b) an additional rule-following mechanism in order to induce grammatical regularities. In this article, we present a set of neural network studies demonstrating that a single statistical mechanism can mimic the apparent discovery of structural regularities, beyond the segmentation of speech. We argue that our results undermine one argument for the MOM hypothesis.     

Evidence for Implicit Learning in Syntactic Comprehension

This study provides evidence for implicit learning in syntactic comprehension. By reanalyzing data from a syntactic priming experiment (Thothathiri & Snedeker, 2008), we find that the error signal associated with a syntactic prime influences comprehenders' subsequent syntactic expectations. This follows directly from error‐based implicit learning accounts of syntactic priming, but it is unexpected under accounts that consider syntactic priming a consequence of temporary increases in base‐level activation. More generally, the results raise questions about the principles underlying the maintenance of implicit statistical knowledge relevant to language processing, and about possible functional motivations for syntactic priming.     

音节在语言产生中的作用

综述了音节在语言产生中的作用。首先简单介绍了音节的概念;然后介绍了两类语言产生理论关于音节存储和音节如何起作用的不同观点;第三,从实验研究的主要范式和主要问题两个方面分析了目前在语言产生领域对音节的研究成果及存在的问题。主要的研究范式有：掩蔽启动范式、重复启动范式、内隐启动范式和图画－词汇干扰实验范式。研究的主要问题有：音节是否是言语产生中的功能单位,音节在言语产生中是如何起作用的,以及音节启动效应的发生位置。最后根据汉语音节的特点,分析了汉语词汇产生中对音节的研究以及今后的研究趋势     

The persistence of structural priming: transient activation or implicit learning?

Structural priming in language production is a tendency to recreate a recently uttered syntactic structure in different words. This tendency can be seen independent of specific lexical items, thematic roles, or word sequences. Two alternative proposals about the mechanism behind structural priming include (a) short-term activation from a memory representation of a priming structure and (b) longer term adaptation within the cognitive mechanisms for creating sentences, as a form of procedural learning. Two experiments evaluated these hypotheses, focusing on the persistence of structural priming. Both experiments yielded priming that endured beyond adjacent sentences, persisting over 2 intervening sentences in Experiment 1 and over 10 in Experiment 2. Although memory may have short-term consequences for some components of this kind of priming, the persisting effects are more compatible with a learning account than a transient memory account.