不同熟悉度材料下韵律特征和语速对听觉内隐学习的影响

【作者】 李健；

【导师】 柳加仁；

【作者基本信息】 曲阜师范大学 ， 应用心理硕士（专业学位）， 2020， 硕士

【摘要】 内隐学习理论自诞生伊始,研究者们对实验过程中的实验材料等外在因素的探究做出不懈努力。在探究内隐学习的过程当中,材料的性质以及呈现方式受到研究者的关注。韵律特征是指在言语交流过程中听者所能感知到的轻重缓急的变化,对于理解口语和阅读文本有一定帮助;语速对于语言学习也有明显影响。研究目的:本文从内隐学习的角度出发,利用限定状态人工语法范式,以不同的韵律特征和语速来呈现不同的语种材料,尝试探究材料的性质对听觉内隐学习加工的影响。研究方法:本文分为两个实验研究。研究一采用2×3的组间设计。因素一是实验材料的韵律特征,分为有韵律和无韵律;因素二是语速的快慢,分为正常语速、中等语速和慢语速。以大学一年级生为被试,英语字母为材料,通过修改后的限定状态人工语法生成规则复杂的字符串,由被试进行学习和测试,从而分析韵律特征和语速对于熟悉度较高的语法材料的听觉内隐学习的影响。研究二采用熟悉度较低的韩语字符为材料,其余条件同研究一,探究熟悉度低的语种下,韵律特征和语速对于听觉内隐学习的影响。统计方法主要采用t检验和方差分析。研究一结果显示:(1)有韵律的实验材料组与无韵律的实验材料组存在显著差异,有韵律的实验材料组的正确率显著高于无韵律的实验材料组;(2)对于实验材料不同的呈现语速这一因素不存在显著性,但在无韵律组中,正常语速组内隐学习的正确率显著高于中速语速组和慢语速组;(3)实验材料的韵律特征和语速没有交互作用。研究二结果显示:(1)有韵律的实验材料组与无韵律的实验材料组存在显著差异,有韵律的实验材料组的正确率显著高于无韵律的实验材料组;(2)对于实验材料不同的语速这一因素不存在显著性,但在无韵律组中,中等语速组的内隐学习的正确率显著高于正常语速组;(3)实验材料的韵律特征和语速有交互作用。跨研究共同分析,在不同熟悉度语种下,探究韵律特征和语速对于听觉内隐学习的影响,结果显示:(1)有韵律的实验组的内隐学习的效果要显著优于无韵律的实验组;(2)语音材料的呈现速度这一因素不存在显著性;(3)无韵律、呈现速度和熟悉度三者间有交互作用且对听觉内隐学习影响显著。研究结论:(1)听觉内隐学习对有韵律的实验材料都存在明显优势;(2)听觉内隐学习对于语速不存在明显优势,但在不同熟悉度材料组下无韵律组中的呈现速度优势明显;(3)无韵律、呈现速度和熟悉度三者间相互影响,共同作用于听觉内隐学习。更多还原

【Abstract】 Since the birth of the theory of implicit learning,researchers have made unremitting efforts to explore the external factors such as experimental materials in the experimental process.In the process of exploring implicit learning,the nature of the material and the way it is presented are concerned.Prosodic features refer to the changes in priorities that can be perceived by the listener in the process of verbal communication,which is helpful for understanding spoken language and reading texts.Speed also has a significant impact on language learning.Objective From the perspective of implicit learning,this paper presents different language materials with different prosodic features and speaking speed by using the limited state artificial grammar paradigm,in an attempt to explore the influence of the nature of materials on auditory implicit learning processing.Methods This paper is divided into two experimental studies.Study 1 used a 2×3intergroup design.The first factor is the prosodic characteristic,which are divided into prosodic and non-prosodic.The second factor is the speed of speech,which is divided into normal speed,medium speed and slow speed.With freshman as the subjects and English letters as the materials,the modified limited state artificial grammar was used to generate complex strings,which were studied and tested by the subjects,so as to analyze the influence of prosodic features and speaking speed on the auditory implicit learning of grammar materials with a high degree of familiarity.In study 2,Korean characters with low familiarity were used as materials to explore the influence of prosodic features and speed of speech on auditory implicit learning.The other conditions of study 2 are the same as those of study 1.The statistical methods are t test and analysis of variance.Results The results of study 1 :(1)The results of the first study showed that :(1)there was a significant difference between the experimental material group with prosody and without.The accuracy rate of the experimental material group with prosody was significantly higher than of the other group;(2)There was no significant difference in the speed of speech.In the non-prosodic group,the accuracy of implicit learning in the normal speed group was significantly higher than that in the medium and the slow speed group.(3)There is no interaction between the rhythm of the experimental material and the speed of speech.The results of study 2 show that :(1)There is a significant difference between the experimental material group with prosody and without.The accuracy rate of the experimental material group with prosody is significantly higher than that of the other group;(2)There was no significant difference in the speed of speech.In the non-prosodic group,the accuracy of implicit learning in the medium speed group was significantly higher than that in the normal speed group;(3)There is an interaction between the rhythm of the experimental material and the speed of speech.The influence of prosodic features and speed of speech on auditory implicit learning in languages with different degrees of familiarity was explored through a cross-research analysis.The results showed that :(1)The effect of prosodic implicit learning in the experimental group was significantlybetter than that in the non-prosodic experimental group;(2)The rendering speed of speech is not significant;(3)The interaction among prosody,presentation speed and familiarity has a significant influence on auditory implicit learning.Conclusions(1)Auditory implicit learning has obvious advantages over experimental materials with prosody;(2)Auditory implicit learning has less obvious advantage over speed of speech.But the speed advantage is obvious in the non-prosodic group under different familiarity materials;(3)Absence of rhythm,speed of presentation and familiarity influence each other,and jointly affect auditory implicit learning.更多还原