口语词语产生理论与语法特征通达研究的发展

近年来,研究者对口语词汇产生过程的各个层次展开了深入的探讨,各种理论与模型争论的焦点主要集中在各阶段间的关系、表征被选择的方式和词汇化的时间进程等方面,其中关于语法特征的通达一直是人们最为关注的问题之一。文章回顾了该领域内从研究初期至今较有代表性的一些理论、模型和有关语法特征通达的研究进展。希望能对有关汉语字词产生基本问题的研究有所推动。     

汉语同音歧义词歧义消解的过程及其抑制机制

两个实验分别采用词语境或句子语境探讨汉语同音歧义词(homophones)歧义消解的过程。被试为112名大学生。实验通过有计划地比较不同语境偏向条件下有关探测词和无关探测词之间反应时的差异,从而揭示汉语同音歧义词消解过程中,对其适当意义激活以及对其不适当意义抑制的时间进程。两个实验的结果都表明：在同音歧义词加工的早期,语境的作用主要表现为抑制歧义词不适当意义,阻止其激活;随后,语境促进了歧义词适当意义的激活。另外,相对意义频率在同音歧义词歧义消解过程中有其影响。     

The cognitive processing of Japanese loanwords in katakana

Abstract: The present study examined two questions concerning the cognitive processing of Japanese loanwords borrowed from English and written in katakana. The first question was whether "interlexical activation" occurs between Japanese and English. Results from a lexical decision task showed that loanwords phonetically similar to the original English words were judged with the same speed and accuracy as those being phonetically dissimilar to their original English words. The study further examined the cognitive processing of unadopted loanwords (i.e., words unlisted in a Japanese loanword dictionary). Reaction times displayed the shortest mean for non-words, followed by pseudo-loanwords, and finally unadopted loanwords. Thus, the only time the lexical representation of an original English word was possibly activated was when native Japanese speakers had seldom seen the word in katakana. The second question was what creates the "lexical mental boundary" between adopted and unadopted loanwords. A questionnaire showed that native Japanese speakers are likely to use decision-making strategies for determining lexicality of loanwords in Japanese based on their daily experience of exposure to katakana words in print.     

Do Bilinguals Automatically Activate Their Native Language When They Are Not Using It?

Most models of lexical access assume that bilingual speakers activate their two languages even when they are in a context in which only one language is used. A critical piece of evidence used to support this notion is the observation that a given word automatically activates its translation equivalent in the other language. Here, we argue that these findings are compatible with a different account, in which bilinguals “carry over” the structure of their native language to the non‐native language during learning, and where there is no activation of translation equivalents. To demonstrate this, we describe a model in which language learning involves mapping native language phonological relationships to the non‐native language, and we show how it can explain the results attributed to automatic activation of translation equivalents.     

不同任务类型对熟练维汉双语者跨语言启动不对称性的影响

采用两种不同的任务类型对熟练维汉双语者跨语言掩蔽翻译启动效应进行考察,结果发现,在词汇决定任务中,熟练维汉双语者在L1-L2和L2-L1两个方向上均表现出了掩蔽翻译启动效应,但L1-L2方向远大于L2-L1方向,即掩蔽翻译启动效应具有不对称性。而在语义分类任务中,熟练维汉双语者在两个方向上表现出的翻译启动效应量相近,具有对称性。结果支持Kroll的修正层级模型。     

维吾尔语发展性阅读障碍儿童的高频词词典通达

采用启动条件下的图片命名任务,比较维吾尔语发展性阅读障碍儿童和正常儿童高频词词典通达过程。结果发现：反应时上,正常组在SOA为60ms 时,出现了整词启动效应,而SOA为100ms时,出现了整词和音节启动效应;障碍组在不同启动条件下都没有出现启动效应;错误率上,障碍组出现了整词和音节干扰效应;正常组出现了整词促进效应;在所有启动条件下,障碍儿童的图片命名反应时都比正常儿童慢。结果说明,维吾尔语阅读障碍儿童由于其心理词典中高频词的形-音联结薄弱,而存在词典通达落后。     

The organization of words and environmental sounds in the second year: Behavioral and electrophysiological evidence

The majority of research examining early auditory‐semantic processing and organization is based on studies of meaningful relations between words and referents. However, a thorough investigation into the fundamental relation between acoustic signals and meaning requires an understanding of how meaning is associated with both lexical and non‐lexical sounds. Indeed, it is unknown how meaningful auditory information that is not lexical (e.g., environmental sounds) is processed and organized in the young brain. To capture the structure of semantic organization for words and environmental sounds, we record event‐related potentials as 20‐month‐olds view images of common nouns (e.g., dog) while hearing words or environmental sounds that match the picture (e.g., “dog” or barking), that are within‐category violations (e.g., “cat” or meowing), or that are between‐category violations (e.g., “pen” or scribbling). Results show both words and environmental sounds exhibit larger negative amplitudes to between‐category violations relative to matches. Unlike words, which show a greater negative response early and consistently to within‐category violations, such an effect for environmental sounds occurs late in semantic processing. Thus, as in adults, the young brain represents semantic relations between words and between environmental sounds, though it more readily differentiates semantically similar words compared to environmental sounds.     

Transfert de la conscience morphologique de l’arabe langue première au français langue seconde au cours des trois premières années d’apprentissage

There is a great deal of evidence to support the role of morphological awareness in reading development. However, towards second language acquisition, transfer of morphological awareness from first to second language (L1 to L2) is still discussed. The underlying question concerns the extent to which morphological awareness is a specific or universal process, and its dependence of linguistic features. The aim of this study is to examine cross-linguistic transfer of morphological awareness from Arabic L1 to French L2 (morphological awareness and word reading) at different level of learning French L2 (F_L2). 106 Tunisian children, whose first language is Arabic, in 1st (n = 29; mean age; 8; 10 years), 2nd (n = 33; mean age; 9; 9 years) or 3rd year (n = 44; mean age; 10; 10 years) of learning F_L2 participated to this study. Their morphological awareness (inflectional or derivational oddity detection tasks) and their performance in word reading (one minute test) were assessed in standard Arabic and French, as well as their vocabulary knowledge in French. A series of fixed-order hierarchical regression analysis was performed on derivational awareness performances, inflectional awareness performances and word reading performances in F_L2, controlling for effects of other important variables (e.g. French vocabulary, French morphological awareness with word reading scores as outcome variable and French inflectional or derivational awareness with French inflectional or derivational awareness scores as outcome variable respectively, Arabic word reading, etc.). Results show significant contributions of L1 morpho-derivational awareness on F_L2 morpho-derivational awareness in 2nd year (12%), and of L1 morphological awareness on reading words F_L2 in 3^rd year (5%). These results confirm the cross-linguistic transfer of morphological awareness, particularly derivational, from L1 to L2 among alphabetic — but orthographically and morphologically distances — languages. They also suggest that such a transfer could be relatively limited. It could appear during learning process after achieving a threshold in F_L2 and before specific L2 skills take place. Thus, beyond the morphological opacity of Arabic (nonlinear morphology) and linguistic distance between Arabic and French, the morphological transfer could appear on rich and important morphological dimension in L1 and suggest dealing with the nature of cross-linguistic abilities in depth.     

在词汇通达中双字词的语音类似作用存在吗?

本研究进行了两个实验,启动词和目标词相关联的分别是首字同音和尾字同音。实验1采用决定任务,未发现语音作用,而实验2采用命名任务,只发现了首字同音作用。与中文单字词和拼音文字相比,中文双字词的语音类似在词汇通达中起有限的作用。