学习困难学生语义分类编码策略的研究

通过对３８名学习困难学生与４８名学习优秀学生使用语义编码策略的比较研究,发现学习困难学生不能像学习优秀学生那样自觉地在学习的信息加工过程中使用学习策略;学习困难学生不使用学习策略的机械学习成绩与学习优秀学生无显著差异;教育训练有助于学习困难学生将语义编码之类的活动运用于信息加工过程而促进学习。     

形声字心理词典中义符和音符线索的作用

本实验采用启动条件下的词汇判断法,用形声字的义符或音符作为启动刺激,对形声字心理词典中义符和音符线索的作用进行探讨。结果发现：义符线索比音符线索的作用更大;义符、音符对低频字的影响比对高频字的影响更大;当义符、音符与字义、字音一致和不一致时,又符线索和音符线索的作用不一样。     

The effects of nodality on the formation of equivalence classes

A four-member equivalence class (A → B → C → D) can be formed by training AB, BC, and CD. The nodal stimuli, B and C, mediate all of the derivative (transitive and equivalence) relations in the class. The derivative relations AC, CA, BD, and DB are separated by one node, whereas AD and DA are separated by two nodes. How do the number of nodes that separate the stimuli in a derivative relation influence the induction of stimulus control exerted by that relation? Seven college students learned two four-member classes made up of nonsense syllables. After training, all derivative relations were presented repeatedly without informative feedback. Stimulus control exerted by each derivative relation was assessed concurrently. For the 7 subjects, control exerted by the derivative relations increased gradually with repeated presentations. With 6 of the 7 subjects, the one-node relations exerted more control than the two-node relations during the process. However, the disparity between the one- and two-node relations decreased with repeated presentations. Eventually, all derivative relations exerted complete control. The control exerted by derivative relations during induction was inversely related to the number of nodes separating the terms in the derivative relations. These results demonstrate that nodal distance is a determinant of the relatedness of stimuli in equivalence classes. The findings are discussed in terms of remote association, semantic memory networks, and the study of transitive inference.     

Structure in semantic memory: A probabilistic approach using a continuous response task

In the continuous response (CR) task, the subject is given the name of a familiar category and must respond with category examples within a fixed time limit. The response sequence and the interresponse times are the measured variables. A general model is proposed for performance in the CR task. The time taken to generate a response is identified with the shortest search time from among a set of simultaneous search processes. Each response has a generation probability that is a function of the parameters governing the search process durations. Data involving the category states in the United States are used to test the model. The model accounts for the performance of nearly all individuals in these data.This article is based on a dissertation completed at the University of California-Berkeley in partial fullfillment of the requirements for the Ph.D. degree in psychology. Portions of the article were presented at the joint meeting of the Psychometric and Classification Societies (June 1984) and at the meeting of the Society for Mathematical Psychology (August 1984). The authors wish to thank Barbara Mellers, Juliet Schaffer, Steve Palmer, and Eleanor Rosch for helpful comments.     

序列语义的类别一致性关系能否进行无意识整合？

阈下语义之间能否进行整合,最近的研究给出了不同的结果。当多个阈下语义词语同时呈现时显示出无意识语义整合效应,但是当序列呈现时没有观察到无意识整合效应。本研究在保留同时呈现方法优点（不同空间呈现位置）的情况下研究了序列呈现的不同汉字词语之间能否产生无意识语义类别关系整合。在实验1中,两个相同或不同类别的词语作为阈下启动刺激先后在两侧呈现,且第一个词语消失后第二词语马上出现,结果显示出无意识语义类别整合效应。实验2延长了两个阈下启动词语之间的时间间隔,结果未发现无意识语义类别整合效应。另外,实验3进一步排除了实验1中第一个启动词语的视觉残留,结果也未观察到显著的无意识语义类别整合效应,说明实验1中观察到的无意识整合效应是视觉残留所致。综合三个实验结果表明,两个阈下词语之间的语义类别一致性关系只有在同时呈现这种特殊条件下才能进行无意识整合加工,说明了短时间维度对于无意识语义关系整合的重要性。     

启动任务中语言经验对藏-汉双语者主导语的影响

采用语义启动任务及藏语与汉语语义相关词和无关词对,探究语言经验能否改变熟练藏-汉双语者的母语主导优势和双语语义表征方式。结果表明,1)无论启动词为藏语还是汉语,藏-汉双语者对汉语L2目标词的加工速度和正确率均显著好于藏语L1,存在语义启动效应; 而在藏语目标词条件下则未发现显著的语义启动效应; 2)藏语到汉语的语义启动效应大于汉语到藏语的启动效应。结果表明,藏-汉双语者的汉语经验对藏语词的表征有影响,但汉语还不能完全替代母语藏语为主导语,结果在一定程度上支持Kroll的RHM模型和Green的ICM模型。     

Does solving distant analogies facilitate relational integration?

Relational processing underpins many forms of human thinking. This research addressed whether relational integration in the n-term task (linear syllogisms with three and four premises) can be facilitated. We hypothesised that solving distant analogies (e.g. furnace : coal :: stomach : ______) but not near analogies (e.g. furnace : coal :: woodstove :______) would facilitate n-term performance of undergraduates (N?=?120). Participants generated solutions to near analogies (near condition), to distant analogies (distant condition) while participants in the control condition completed a word rating task. Participants then completed the n-term task with items at two levels of complexity (ternary, quaternary), and a fluid intelligence test. Solving distant analogies facilitated relational integration on the more complex quaternary-relational items. It eliminated the complexity effect in the n-term task and the association between quaternary-relational reasoning and fluid intelligence.     

小学傣汉双语者汉语词汇形音的语义通达特点

采用语义启动研究范式,探讨傣族小学2、4、6年级汉语词汇和语音的语义通达特点。结果表明：1）对图片语义的提取存在学习年龄效应,2年级的反应时显著长于4、6年级;2）汉语词汇和语音都能显著促进图片语义的提取,但语音促进作用更明显;3）汉语词汇对图片语义提取的促进作用随年级的升高而增加,汉语语音的促进作用随年级的升高而减少。     

进行中任务加工类型对前瞻记忆TAP效应的影响

该研究采用基于双重任务的实验研究范式,采用双字词作为实验材料,考察了知觉和语义两种进行中任务加工类型对前瞻记忆TAP效应的影响。结果发现：进行中任务加工类型对前瞻记忆绩效的TAP效应有显著影响。当进行中任务为知觉加工时,前瞻记忆任务的绩效存在显著的TAP效应;当进行中任务为语义加工时,前瞻记忆任务绩效的TAP效应没有出现。