【作者】 屈晓兰；

【导师】 钟毅平；

【作者基本信息】 湖南师范大学 ， 基础心理学， 2014， 博士

【摘要】 根据记忆的准确性程度,记忆可以分为真实记忆和错误记忆。真实记忆表示事件真实发生过；而错误记忆是指对从未发生的事件的回忆或再认,或是指对已发生事件的错误回忆或再认。现有汉语认知中的错误记忆研究主要集中在汉字层面,发现字音和字形关联均能引发汉字错误现象。儿童汉语认知中,年龄增长与错误记忆的关系如何,字义关联如何影响汉字错误记忆,汉语词汇以及句子错误记忆的特征以及机制如何仍亟待深入探究。针对上述问题,本研究以汉字、汉语词汇、句子及语篇为实验材料,以小学五年级、初中二年级、高中二年级学生为被试,在文献综述基础上,通过系列实验研究探索汉语字、词、句错误记忆现象。具体包括三大研究：儿童汉字错误记忆研究(包括实验1、实验2)、儿童汉语词汇错误记忆研究(包括实验3、实验4、实验5)和儿童汉语句子错误记忆研究(包括实验6、实验7)。结果发现：(1)实验1中,连绵词背景下,儿童真实记忆存在年级差异,高中二年级被试汉字的真实记忆能力好于小学五年级和初中二年级；连绵词的首字和尾字,均能诱发错误记忆现象；首字对错误记忆的诱发作用大于尾字；不存在年级差异；三个年级均在同形旁同结构条件下产生了汉字的错误记忆,此外,高中二年级被试还在双声同形旁同结构、叠韵同形旁同结构条件下产生了汉字错误记忆,高中二年级对关键诱饵字和无关字反应时均比学过字投入了更多的认知资源。(2)实验2中,汉语词汇背景下,高中二年级汉字真实记忆能力高于小学五年级和初中二年级被试；小学五年级和高中二年级被试在同音节同声旁水平下对易混汉字产生了错误记忆现象,而初中二年级被试在所有水平下均没有产生错误记忆现象；高中二年级对关键诱饵字的错误再认率低于小学五年级和初中二年级。词汇背景对汉字的错误记忆有一定的削弱作用。(3)实验3中,随着年龄增长,儿童真实记忆增长,对汉语形容词关键诱饵词的错误再认率降低；同字同义关联条件下,三个年级均出现了汉语形容词错误记忆现象；异字同义关联和反义关联条件下,只有高中二年级被试出现了错误记忆现象；随着年龄增大,到了高中二年级阶段,儿童汉语形容词错误记忆出现消极偏向。(4)实验4中,汉语形容词双同义词条件下,儿童真实记忆随着年级增长而增加,错误记忆却呈倒“U”型发展,初中二年级对关键诱饵词的错误再认率达到了与学过词正确再认率差异不显著的程度；在双同义词条件下,汉语形容词错误记忆在初中二年级存在积极偏向,到了高中二年级转为消极偏向。(5)实验5中,汉语形容词句子背景条件下,高中二年级对无关词的错误再认抑制能力强于小学五年级和初中二年级；三个年级均产生了错误记忆现象,但高中二年级显著低于小学五年级和初中二年级；句子背景下汉语形容词错误记忆不存在消极偏向。(6)实验6中,汉语把字句和被字句实验中,儿童句子的真实记忆随着年龄而发展,高中二年级比小学五年级和初中二年级好；三个年级的被试均出现了句子错误记忆现象,对关键诱饵句的错误再认没有年级效应,且初中二年级被试的错误记忆达到了与真实记忆相当的程度；把字句和被字句均出现了错误记忆现象；把字句的错误记忆量上大于被字句,反应速度上快于被字句。(7)实验7中,语篇背景下,高中二年级被试真实记忆优于小学五年级和初中二年级被试；三个年级的儿童均对与语篇背景意义高关联的汉语句子产生了错误记忆,且高相关关键诱饵句的错误记忆达到了学过句真实记忆相当的水平；随着年龄增长,儿童逐渐对与语篇背景低关联的关键诱饵句也产生了错误记忆现象。在三大系列实验基础上,本研究得出以下结论：(1)汉语认知中,错误记忆具有普遍性和顽固性。(2)对于较低层次的基于知觉的加工如汉字字音加工和字形加工,其字音、字形关联引发的错误记忆相对脆弱,增加学习项的字义关联能够削弱这种基于知觉的加工引发的错误记忆现象；对于较高层次的基于概念的加工引发的错误记忆现象,增加学习项目的数量以及意义背景均会促进错误记忆现象。(3)16岁左右儿童汉语词汇错误记忆存在消极偏向；(4)汉语认知中儿童错误记忆并不随着年龄的增长而增加,存在倒U型发展趋势；(5)汉语认知中儿童错误记忆结果支持了激活/监测理论。更多还原

【Abstract】 Memories can be categorized into veridical memories and false memories according to the accuracy degree of them. Veridical memories refer the recall or recognition of the events actually happened correctly, whereas false memories refer that people remember events from their past that never occurred. The false memory research of Chinese language cognition mainly focuses on Chinese characters, which have found that both phonological and orthographic associations can result in false memory. In Children’s Chinese language cognition, such researches need to be explored deeply as the relationship between age and false memories, how the semantic association affects false memory of Chinese characters, and what the characteristics and mechanism of false memory are on Chinese vocabularies and sentences in children.Based on the statement above, this experimental study explored the false memory phenomenon of Chinese characters, vocabularies and sentences in Junior-Two, Primary-Five and Senior-Two students. Three series of experiments were included:false memory research for Chinese characters in children, which were Experiments1and2; false memory research for Chinese vocabularies in children, which were Experiments3,4and5; and false memory research for Chinese sentences in children, which were Experiments6and7. The findings were as follows:(1) In Experiment1, in the context of lianmian Chinese words (one word including two Chinese characters), results showed that:first, there were significant differences of the right recognition rates of learned word for different grades, and Senior-Two students were better than Junior-Two and Primary-Five studeents. Second, First character triggered false recognition of the last one in a lianmian-word and vice versa; however, First-character effects were greater than Last-character ones while there were no differences of the false recognition rates of lure for different grades. Third, false memories for Chinese characters emerged under the condition of same-radical-part&same-structure and the condition of alliteration&same-radical-part&same-structure of Chinese characters in three grades whereas no false memories for the condition of same-vowel-formation&same-radical-part&same-structure in Junior Two and Primary Five studeents. Senior-Two students took more time to distinguish lure and unlearned-word from learned word.(2) In Experiment2, under the background of Chinese vocabularies (one vocabulary including two Chinese characters), results show that: first, there were significant differences of the right recognition rates of learned word for different grades, and Senior-Two students were better than Junior-Two and Primary-Five studeents. Second, Senior-Two and Primary-Five studeents had false memory phenomenon on easy-mixed Chinese characters at the same-syllable&same-phonetic condition, however, Junior-Two participants had no false memory under all experiment conditions; false recognition for the lures were more in Senior-Two students than in Junior-Two and Primary-Five studeents. Third, the findings suggested that the semantic relative backgrounds of Chinese vocabulary had weakened or depressed the false memories of easy-mixed Chinese characters.(3) In Experiment3, the results were:First, veridical memories became better and better as children grew up, meanwhile, the more ages became, the less the false recognitive rates for unlearned word were. Second, the same-characters&synonymy of Chinese word condition produced false recognition for lures of Chinese adjectives in all three of the grades, while false recognition only happened in Senior-Two children in the different-characters&synonymy or the antonymy-association of Chinese word condition. Third, Senior-Two students had bias in memories for negative Chinese adjectives than positive ones.(4) In Experiment4, under the condition of double-synonym of Chinese adjectives, the results were:first, veridical memories became better and better as children grew up while the false memories changed in the way of inversed-U shape for the three grades, and false memory rate were at its maximum and equaled the correct recognition rates of learned words in Junior-Two children. Second, Junior-Two students had bias in memories for positive Chinese adjectives, however, the bias turned into negative in Senior-Two students.(5) In Experiment5, under the conditions of Chinese adjective sentences, first, Senior-Two students had less false recognitive rates for unlearned words than Junior-Two and Primary-Five studeents. Second, false recognition for lures of Chinese adjectives were produced in all three of the grades while the rate for Senior-Two students was the least. Third, the study of sentence backgrounds had depressing bias of negative Chinese adjectives in veridical memory and false memory.(6) In Experiment6, the experiment about Chinese "Ba" sentences and "Bei" sentences, the results showed that:first, veridical memories developed with the children’s development, and Senior-Two students were better than Junior-Two and Primary-Five studeents. Second, all three of the grade had false memory to lure sentences with no significant differences in the three grades while false memory rates equaled the correct recognition rates of learned words in Junior-Two children. Third, There existed false memories under both "Ba" sentence condition and "Bei: sentence condition. The veridical memory and false memory on "Ba" sentences were more than "Bei" sentences.(7) In Experiment7, in the context of textual conditions, the results were:first, all three grades resulted in false memory on Chinese sentences. Second, the false memory of highly-related lure sentences were more than that of low-related ones, and the false recognition rates of highly-related lure sentences reached the level of true recognition rate of sentences learned for all three. Third, with the children developed, the false recognitons for lowly-related lure sentences developed.Based on the these three series of experiments, the research came to the following conclusions:(1) In Chinese language cognition, false memories are universal and obstinate as in English language cognition.(2) The phonetical and pattern process of Chinese character are based on perception, so the false memories triggered by them are weak; and the false memory could be inhibited by the semantic relative context. However, the increasing items and semantic relative context could facilitate false memories for the memories which are based on concepts.(3)16-year-old children has negative bias in false memories for Chinese vocabularies.(4) There existed false memories in the way of inversed-U shape with the children’s development for Chinese language cognition(5) These findings are interpreted in a framework of Activation/Monitoring Theory.更多还原