【作者】 田宏杰；

【导师】 闫国利；

【作者基本信息】 天津师范大学 ， 发展与教育心理学， 2005， 硕士

【摘要】 词语识别是当前心理语言学研究中最活跃的领域之一。关于词语识别的表征通达方式主要有三种理论:整词储存模型、词汇分解储存模型和混合储存模型。这三种理论争论的焦点在于词是以什么形式储存在心理词典中的,也就是整词和词素在词汇识别中的作用问题。在我们的研究中,将词频、首字字频和尾字字频分别分成高低两个水平,进行不同的组合,来考察中文双字词在心理词典中的储存方式。 本研究包括两个实验。实验一采用词汇判断任务,选取小学五年级学生、初中二年级学生和大学生为被试,以被试做出词汇判断的反应时为因变量,考察双字词单独呈现时,词频、首字字频和尾字字频对词语识别的作用。实验二采用眼动分析法,以30名大学生为被试,以被试对双字词的首次注视时间、第一遍加工时间、单一注视时间和总注视时间为因变量,考察在句子阅读过程中,词频、首字字频和尾字字频对双字词识别的作用。在本实验条件下,得出如下结论: (1) 当单独呈现双字词时,词频、首字字频和尾字字频在词语识别中都起作用,频率高有利于对双字词的识别;当词在句子语境中时,词频和首字字频在词语识别中起作用,频率高有利于对双字词的识别。尾字字频的主效应不显著。 (2) 词频与首字字频、词频与尾字字频对词语识别的交互作用显著,对高频词,首字字频和尾字字频都不起作用,而对低频词,首字字频或尾字字频高有利于词的识别。 (3) 在句子阅读条件下,在获取词形信息时,双字词的词频和首字字频对词语识别起作用,而且两者之间有交互作用;在获取词义表征过程中,双字词的词频、首字和尾字字频都起作用,而且词频与首字字频、词频与尾字字频之间的交互作用都是显著的。 (4) 该研究结果支持混合储存模型。在中文阅读者的心理词典中,既有整词,又有词素,对于高频词是以整词的形式储存的,而对于低频词则是以词素分解的形式储存的。 (5) 个体的词语识别能力随着年龄的增长而提高,但就双字词在心理词典中的储存模式而言,小学五年级学生、初中二年级学生和大学生都以混合储存为特征。更多还原

【Abstract】 Word recognition is the hot point of the research on language cognition. There are three models concerning the structure of the access representation: Decomposed-morphological representation; Whole-word representation; Mixed representation. The major disagreement between these models focused on the issue of how lexical information is accessed: decomposed or whole? In our study, we change the word frequency and initial and last character frequency to examine the representation model of Chinese two-morpheme words.Two experiments were conducted. In experiment 1, lexical decision task was used to investigate the effect of word frequency and initial and last character frequency in the course of word recognition. There were three groups, 14 elementary school students, 14 junior school students, 30 college students. In experiment 2, Eyelink II eye tracker was used to investigate the effect of the three factors and the time course of these effect. There were 30 college students. The results are as follows:Firstly, the main effect for word frequency and initial character frequency were obtained for the reaction time in lexical decision task and the first pass time in sentences reading. The main effect for the last character frequency was obtained for reaction time, but not for sentences reading.Secondly, the significant interaction effect between word frequency and initial character frequency, and between word frequency and last character frequency were obtained both for reaction time and first pass time.Thirdly, the effects for word frequency and initial character frequency were significant in the course of morphology access, the effect for word frequency and initial and last character frequency were significant in the course of semantic access.Fourthly, the mixed representation model was supported by our results. There are both morphological representation and whole-word representation for Chinese更多还原