语音与词义激活的相对时间进程:来自儿童发展的证据

本研究从儿童语言发展的角度．在已有研究基础上．进一步考察了汉语视觉字词加工中语音与词义激活的相对时间进程。运用启动命名技术,比较了三年级和六年级儿童在语音和语义启动中的表现。结果发现,三年级和六年级儿童都有语音和语义启动效应,且六年级儿童更为显著。但语义启动和同音启动的促进效应之间没有差异,而同音不同声调启动则可能产生抑制作用。文章探讨了这些发现对汉语视觉字词加工中词义信息提取不同观点的含义。     

词的具体性对词汇识别的影响

采用词汇判断法、命名法两种方法考察词的具体性特征对词汇识别的影响。结果表明：（１）两种任务中都存在着词的具体性效应;（２）词的具体性效应只表现在高频词中。作者给出了可能的解释并认为词汇识别中形、音、义的加工存在着交互作用。     

NAMING,THE FORMATION OF STIMULUS CLASSES,AND APPLIED BEHAVIOR ANALYSIS

The methods used in Sidman's original studies on equivalence classes provide a framework for analyzing functional verbal behavior. Sidman and others have shown how teaching receptive, name-referent matching may produce rudimentary oral reading and word comprehension skills. Eikeseth and Smith (1992) have extended these findings by showing that children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A stimulus class analysis suggests ways to examine (a) the problem of programming generalization from teaching situations to other environments, (b) the expansion of the repertoires that occur in those settings, and (c) the use of naming to facilitate these forms of generalization. Such research will help to clarify and extend Horne and Lowe's recent (1996) account of the role of verbal behavior in the formation of stimulus classes.     

On the origins of naming and other symbolic behavior

We identify naming as the basic unit of verbal behavior, describe the conditions under which it is learned, and outline its crucial role in the development of stimulus classes and, hence, of symbolic behavior. Drawing upon B. F. Skinner's functional analysis and the theoretical work of G. H. Mead and L. S. Vygotsky, we chart how a child, through learning listener behavior and then echoic responding, learns bidirectional relations between classes of objects or events and his or her own speaker-listener behavior, thus acquiring naming-a higher order behavioral relation. Once established, the bidirectionality incorporated in naming extends across behavior classes such as those identified by Skinner as the mand, tact, and intraverbal so that each becomes a variant of the name relation. We indicate how our account informs the specification of rule-governed behavior and provides the basis for an experimental analysis of symbolic behavior. Furthermore, because naming is both evoked by, and itself evokes, classes of events it brings about new or emergent behavior such as that reported in studies of stimulus equivalence. This account is supported by data from a wide range of match-to-sample studies that also provide evidence that stimulus equivalence in humans is not a unitary phenomenon but the outcome of a number of different types of naming behavior.     

汉字识别的计算机模拟

本文总结了作者近年来在连结主义的理论框架下 ,用计算机模拟汉字识别的工作。文章分三部分。第一部分说明了计算机模拟与人工智能的关系。第二部分介绍了作者提出的两个模型 :汉字识别与命名的连结主义模型和基于语义的词汇判断的计算模型。两个模型分别成功地模拟了汉字识别中的频率效应、形声字读音中的规则效应、声旁效应、语义启动效应、语境与频率的交互作用等。第三部分讨论了模拟工作的意义、分布表征、学习算法等问题。研究表明 :认知的计算机模拟能验证人类认知实验的结果 ,对结果提出合理的解释 ,并能指导进一步的实验研究。     

图画与中、英文字词识别加工的比较

通过对不同材料进行加工的比较来探讨人脑的信息加工机制是认知心理学采用的主要研究方法之一。本研究采用了两个实验。实验一比较了图画、中文和英文字词在命名和分类任务中的差异。结果发现:中文是介于图画和英文之间的一种符号系统,在命名任务中,英文反应最快,图画反应最慢,中文居中;而在分类任务中,反应的快慢趋势却截然相反。实验二进一步探讨了言语及非言语信息的表征结构及加工特性,使用了图-图、图-字、字-图、字-字此四种组合材料进行命名一致性和语义分类两种任务,结果发现:字特征组(字-字,字-图)在命名一致性判断任务中的反应优于图特征组(图-图、图-字),而在语义一致性判断任务中则相反,这一结果很难用双编码理论和共同编码理论来解释。语词信息对语音码的接通是直接的,而对语义码的接通却是间接的,图画信息反之,而且由于某种策略产生了图特征组与字特征组的区别。     

Naming in conditional discrimination and stimulus equivalence.

Using a matching-to-sample procedure, McIntire, Cleary, and Thompson (1987) taught monkeys the conditional relations A1-R1-A1-R1, A2-R2-A2-R2, A1-R1-B1-R1, A2-R2-B2-R2, B1-R1-C1-R1, and B2-R2-C2-R2, where the first and third terms in each relation refer to the sample and comparison stimuli, respectively, and the second and last terms refer to the emission of a distinctive pattern of responding. The subjects were then tested for the emergent relations A-C, C-A, B-A, C-B, and B-B, with the differential response produced by a given stimulus during training also emitted on test trials (e.g., A1-R1-C1-R1). The performances of both subjects were as accurate on the tested relations as they had been on the trained relations. The new relations were characterized as demonstrations of stimulus equivalence. However, the conditional discrimination literature shows that such training procedures generate control of comparison selection by the differential response patterns. Therefore, no emergent relations were demonstrated because all of the trained response-stimulus relations were preserved on test trials. This paper suggests that these procedures do not provide an appropriate analogy for the kind of emergent stimulus-stimulus relations exhibited by human subjects in equivalence studies and outlines a paradigm for assessing the relative influence of stimulus-stimulus and response-stimulus relations.     

主观声旁家族对汉语儿童汉字命名的影响

研究选取三年级、五年级和七年级学生,采用两个汉字命名实验,考察主观声旁家族对汉字命名的影响。实验一操纵主观声旁家族大小,发现三年级儿童没有表现出家族效应;五年级儿童表现出边缘显著的家族抑制效应,即对大家族的字命名更慢;七年级儿童表现出显著的家族抑制效应。实验二操纵了目标字是否有高频家族成员字（higher frequency neighbors,HFNs）这个变量,发现儿童普遍都表现出HFNs抑制效应,即对有高频家族成员字的目标字命名更慢。以上结果表明随着年级增长,主观声旁家族对儿童命名的影响逐渐增强,且高年级儿童已表现出家族抑制效应,这一表现与普遍出现的HFNs抑制效应有关。     

影响图画命名时间的因素

实验共测量了311张图片的H值、命名一致性百分数、概念一致性百分数、表象一致性、熟悉性、视觉复杂性、词长和图片命名的时间,主要探索影响图片命名潜伏期的因素,结果发现概念一致性、熟悉性、表象一致性、词频是影响图片命名时间的主要因素。并尝试建立了概念一致性、熟悉性、表象一致性和词频对图片命名时间的回归方程,其预测能力为55.5%。根据图片的命名时间对命名的难易程度进行了分级,希望能对利用图片作为实验材料的认知实验提供有价值的信息     

声旁规则性对命名声旁和整字的影响

探讨声旁规则性对命名声旁或整字的影响,在速示与慢示呈现条件下命名声旁或汉字。结果发现：（1）声旁命名在速示呈现时因规则声旁易化;慢示呈现时无显著规则性效应,但受声旁部件数影响;（2）在两种呈现条件下,命名含不表音声旁字的反应时最快,错误率最低;命名含单部件、高频声旁字的反应时慢,错误率高;命名含多部件、低频声旁字的反应时快,错误率低。说明是声旁规则性对声旁命名有易化作用;对整字命名有干扰作用,但与声旁频率与部件数有关。