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291.
自然概念语义特征提取的范畴效应 总被引:1,自引:0,他引:1
本研究采用概念特征自由列举实验范式,考察三类范畴(动物、自然食物、人造物)自然概念的语义特征提取反应时间的范畴效应。结果表明,⑴语义特征提取的反应时间存在范畴效应:提取动物特征的时间显著短于提取自然食物特征的时间,提取自然食物特征的时间显著短于提取人造物特征的时间;⑵三类范畴的特征提取时间模式表现出相同的规律:先是显著降低(第1到第2个特征),然后持续升高(第2到第10个特征)。语义特征提取的范畴效应反映了语义记忆组织的范畴特异性,有必要进一步分析特征提取时间与特征类型、关联特征、独有特征之间的关系,以深入揭示语义特征提取范畴效应的产生机制。 相似文献
292.
Claudine Verheggen 《International Journal of Philosophical Studies》2015,23(3):410-424
AbstractHannah Ginsborg has recently offered a new account of normativity, according to which normative attitudes are essential to the meaningful use of language. The kind of normativity she has in mind –– not semantic but ‘primitive’ — is supposed to help us to avoid the pitfalls of both non-reductionist and reductive dispositionalist theories of meaning. For, according to her, it enables us both to account for meaning in non-semantic terms, which non-reductionism cannot do, and to make room for the normativity of meaning, which reductive dispositionalism cannot do. I argue that the main problem with Ginsborg’s account is that it fails to say what makes it possible for expressions to be governed by conditions of correct application to begin with. I do believe, however, that normative attitudes are essential to meaning, but they have to be thought of as fully semantic. And I suggest that conditions of correct application can be present only when those attitudes are present. 相似文献
293.
Collaborative inhibition is a phenomenon where collaborating groups experience a decrement in recall when interacting with others. Despite this, collaboration has been found to improve subsequent individual recall. We explore these effects in semantic recall, which is seldom studied in collaborative retrieval. We also examine “parallel CMC”, a synchronous form of computer-mediated communication that has previously been found to improve collaborative recall [Hinds, J. M., & Payne, S. J. (2016). Collaborative inhibition and semantic recall: Improving collaboration through computer-mediated communication. Applied Cognitive Psychology, 30(4), 554–565]. Sixty three triads completed a semantic recall task, which involved generating words beginning with “PO” or “HE” across three recall trials, in one of three retrieval conditions: Individual–Individual–Individual (III), Face-to-face–Face-to-Face–Individual (FFI) and Parallel–Parallel–Individual (PPI). Collaborative inhibition was present across both collaborative conditions. Individual recall in Recall 3 was higher when participants had previously collaborated in comparison to recalling three times individually. There was no difference between face-to-face and parallel CMC recall, however subsidiary analyses of instance repetitions and subjective organisation highlighted differences in group members' approaches to recall in terms of organisation and attention to others' contributions. We discuss the implications of these findings in relation to retrieval strategy disruption. 相似文献
294.
Kerryn Elizabeth Pike Ben Ong Linda Clare Glynda J. Kinsella 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2018,25(5):724-752
This study aimed to examine whether people with subjective memory decline (SMD) benefit from face-name memory training (single session) as much as older adult controls in an office-based setting. Approximately 2 months later, groups were reassessed for translation to a naturalistic setting. In the office setting, there was a significant interaction between stimulus type (cued name; uncued name) and training condition (spaced retrieval, semantic association, no training), but no group differences nor interactions. Semantic association was only beneficial for cued names, whereas spaced retrieval was beneficial in cued and uncued conditions. In the naturalistic setting, however, there were no training effects. Naturalistic performance was predicted by demographics, cognition, and motivation. All groups reported improved memory control beliefs and contentment. Our study demonstrates the benefit of simple memory strategies for older adults, including those with SMD, in office-based settings. Translation to everyday settings is complex and may require prior intervention to increase motivation. 相似文献
295.
Atypical items of their semantic category yield more generalisation than their typical members when relearning in connectionist networks (Plaut, D. C. (1996). Relearning after damage in connectionist networks: toward a theory of rehabilitation. Brain and Language, 52(1), 25–82) and in empirical studies (Kiran, S., & Thompson, C. K. (2003). The role of semantic complexity in treatment of naming deficits: Training semantic categories in fluent aphasia by controlling exemplar typicality. Journal of Speech, Language, and Hearing Research, 46(4), 773–787). It seems therefore that atypical words provide more information about the overall structure of the semantic category due to their specific and shared features. In this view, atypical primes could strongly facilitate the processing of targets compared to typical primes, because typical primes contain little information about the variation between members within a category. In contrast, three semantic priming experiments in visual word recognition showed an advantage with the typical context, but not with the atypical one. These findings were observed in a variety of tasks, including lexical decision, categorisation and semantic judgment. Our results do not support the findings about generalisation in relearning and suggest that typicality effects in semantic priming mostly come from the activation of representative features of categories. 相似文献
296.
时间隐喻的语义层次网络模型研究 总被引:5,自引:2,他引:3
本研究采用启动技术考查了上级时间隐喻对下级时间隐喻的启动效应。结果发现不管是在反应时还是在意义相关程度的评定上。时间根概念隐喻的启动效应明显次于基本概念隐喻的启动效应。而基本概念隐喻的启动效应又明显低于派生隐喻的启动效应。这验证了时间隐喻的语义层次网络模型。 相似文献
297.
Akira Asayama Masato Nagamine Ryo Kainuma Li Tang Shuhei Miwa Miki Toyama 《The Japanese psychological research》2024,66(2):195-209
We examined the effects of episodic future thinking related to achieving important learning goals on university students' learning intentions. Japanese university students (N = 70) participated in this experiment. Participants in the episodic future thinking condition were asked to imagine and describe events they would experience if they achieved their goals. In the semantic future thinking condition, we asked participants to describe their future selves after university graduation and rate the relevance of their future selves to their learning goals. Participants were then asked to respond to the learning intentions measures. Participants in the control condition responded to the measures of learning intentions after completing a questionnaire unrelated to future thinking. When the importance of goal attainment was high, participants in the episodic future thinking condition planned to study for significantly longer than those in the other conditions. Episodic future thinking related to achieving important learning goals strengthens learning intentions more than simple awareness of the future self and learning goals. 相似文献
298.
先前很多研究表明熟练双语者可以直接通达其二语词汇的概念意义,非熟练双语者需要借助一语词汇间接通达其二语词汇的概念意义,这很可能是双语者二语词汇的熟悉度在其中发挥了调节作用。本研究使用跨语言重复启动范式考察了双语者对不同熟悉程度的二语词汇的语义通达方式。实验1以非熟练中英双语者为被试,实验2以熟练中英双语者为被试。总的结果发现,无论非熟练双语者还是熟练双语者,其在通达二语词汇概念意义时采用哪一种方式受词汇熟悉度的调节,当词汇熟悉度较高时,选择直接通达,当词汇熟悉度较低时,选择间接通达。本研究进一步支持和丰富了晚期双语者双语记忆表征中的语义通达方式从本质上属于经验性变化的观点。 相似文献
299.
300.
WOLFGANG SKRANDIES 《The Japanese psychological research》2011,53(1):65-76
According to the “Semantic Differential” the connotative meaning of words can be quantified in statistically defined dimensions where every word is uniquely located on the dimensions Evaluation (E), Potency (P), and Activity (A). We studied 249 children between 9 and 18 years of age who rated 72 German nouns on 12 bipolar adjective scales. Three age groups were compared: 9–11, 12–14, and 15–18 years. Varimax‐rotated factor analysis yielded the classical EPA dimensions that were independent of age. This indicates that the basic structure and dimensionality of the semantic space is stable. On the other hand, the connotative meaning of individual words changed with age, and it was also affected by gender. In about half of the cases boys differed in their ratings from girls. Our data confirm that the EPA structure is stable, and is not affected by age. Development of connotative meaning or emotion is reflected, however, by systematic changes of the factor scores of individual words over the 10 years span studied. 相似文献