共查询到18条相似文献，搜索用时 250 毫秒
1.
言语产生过程可分为概念化、言语组织、发音3个层次。这个过程的核心是词汇通达,它包含词条选择（语义提取）和音位编码（语音提取）两个阶段。对于这两个加工阶段的关系主要有两种观点：一种是独立两阶段模型,一种是交互激活理论。汉语言语产生研究的主要范式是图片命名。独立两阶段模型和交互激活理论各有一些来自汉语言语产生的行为实验和认知神经实验的证据支持。汉语的活动有其独特的脑区。 相似文献
2.
双语言语产生中非目标词汇的激活问题是当前国际上双语认知研究领域讨论的热点。采用改造的图片命名任务探讨日本留学生口语产生中非目标词汇的激活,综合实验1(非目标语言为日语)和实验2(非目标语言为汉语)的结果发现:在两种语言的语音层面无共享特征的情况下,日—汉双语者在言语产生中也存在着非目标词汇语音层面的激活,并且这种激活现象同样发生在非目标语言是弱势语言的情况下。研究结果从认知心理学的角度为日本留学生汉语学习中日语和汉语发生的相互干扰提供了实验证据。 相似文献
3.
手语产生：过程及影响因素 总被引：1，自引：1，他引：0
手语产生是聋人借助于手形的变化并辅以相应的表情、姿势来传达思想的过程。手语产生的核心过程是词汇通达,包含词条选择（语义提取）和音位编码（语音提取）两个阶段。手语的获得年龄、手语的象似性、手语词的语音相似性、手形位置和手语加工的脑偏侧化影响手语的产生。 相似文献
4.
预测是人类加工信息的基本原则,它在言语加工中尤为重要,准确地预测能够提高交流效率。本文综述了性别刻板印象在言语理解中的预测作用及其神经机制。结果发现：(1)性别刻板印象信息在言语理解过程中可以自动激活,具有预测作用;(2)性别刻板印象信息与其他语言线索相互作用促进言语加工;(3)传递性别刻板印象信息和随后的言语(例如,护士—他自己,飞行员—这些女性)之间的不匹配可由事件相关电位的两个成分(N400和P600)显示。未来有待解决的问题是：(1)性别刻板印象与言语理解之间关系的研究是否受实验材料影响;(2)需要采用不同的技术手段进行验证;(3)预测过程是一阶段还是两阶段有待验证。 相似文献
5.
杨金桥 《宁波大学学报(教育科学版)》2009,31(2)
为了考察言语信息激活对中文数字空间表征的影响,采用含有中文数字的汉语词(如"二胡")作为实验刺激,让被试对其中的中文数字分别做奇偶判断和大小判断.实验结果发现:(1)在奇偶判断任务下,激活中文数字的言语信息,没有产生空间-数字反应编码联合效应(SNARC效应):(2)在大小判断任务下,激活中文数字的言语信息,产生了显著的SNARC效应.实验结果表明,在奇偶判断任务下,如果激活中文数字的言语信息,中文数字不会进行空间表征,而在大小判断任务下,如果激活中文数字的言语信息,则不会对中文数字的空间表征产生影响. 相似文献
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语言产生中词汇加工的时间进程研究 总被引：2，自引：0，他引：2
通过视觉呈现图形命名的方式研究汉语语言产生中词汇加工的时问进程，结果发现，实验一中，SOA为57ms时，语义干扰词有明显的抑制效应，而语音干扰词则没有效应；实验二中，SOA为157ms时，语义干扰词没有效应，而语音干扰词出现促进效应，这表明汉语语言产生中词汇加工也存在两个独立的加工阶段。 相似文献
7.
《四川师范大学学报(社会科学版)》2019,(3):126-132
阅读中的二语词汇语义通达是指通过视觉接受输入二语词汇信息,并提取词义的过程。受不同表征观及实验方法的影响,研究者在双语者是否需要借助母语通达二语词义这一核心问题上仍存在巨大分歧。目前研究者构建的二语词汇语义通达模型假设主要有:语义独立储存理论下二语词汇语义通达模型、语义共同存储理论下二语词汇语义通达模型和混合(mixed)语义表征理论下多维二语词汇语义通达模型。近年来相关研究表明,二语词汇语义通达受双语者二语熟练度、认识能力、认知压力、二语接触方式和程度、二语习得年龄、双语平衡度、词频、词长、词型、词形相似度、语义相关度和语言相似度等多个维度影响。然而目前有关各因素交互效应的研究并不太多,且多以行为实验为主。未来应着眼于对影响二语词义通达的各种因素交互效应进行整合性研究,采用先进技术手段,严格控制实验过程,才可能进一步完善现有二语词汇语义通达模型。 相似文献
8.
姚勇 《新疆职业大学学报》2008,16(5):52-54
本文采用图片描述实验范式,对中国英语学习者言语产生过程中的句法启动效应进行了研究。结果发现被试的目标句在句法结构上与毫无语义相关的启动句间有很强的一致性。从而说明了在第二语言言语产生过程中也存在句法知识表征问题。Pickering和Branigan提出的网络模型可以很好地描述言语产生中句法加工的过程。尤其是在产生大于一个词汇的短语或句子时,存在词条层关联节点的激活,这与言语产生过程中的句法加工直接相关。 相似文献
9.
柳鑫淼 《安庆师范学院学报(社会科学版)》2014,(4):65-68
言语感知遵循音不离词,词不离句的原则。除了语音特征、音位和单词三个感知单元外,句子单元也参与了言语感知的过程。在这一感知过程中,句子语境分别从句法和语义两方面对词汇的识别发生影响。在句法方面,句子层依据句法规则对词汇层产生自上而下的反馈作用,通过词类限制和曲折形态特征核查等方式实现对词汇层上备选单词的筛选;在语义方面,句子层根据语义限制条件对备选单词产生激活或抑制作用。 相似文献
10.
张光明 《商情·科学教育家》2007,(12)
心理语言学家把心理词汇(mental lexicon)定义为存储于人脑的有关语言中词的知识的心理表征,也叫内部词汇(internallexicon)。心理词汇主要研究词是怎样储存在记忆里和怎样被提取的。据Aitchison(1978)的归纳,一个受过教育的人所掌握的词汇不大可能低于50,000。那么,如此容量的心理词汇和词典相比是否一样呢?事实上无论是从组织形式上看还是词汇条目的信息量上看,心理词汇都要比词典复杂的多。词典受到篇幅的限制,不可能把每个词的信息都包括在里面。心理词汇是一个庞大的结构,靠书本对词语的描述不大能了解到心理词汇的内容。1心理词汇的发生机制词汇的提取(lexical access)是指我们激活(activate)某一词项的心理表征的过程。而听力理解也就是通过词汇的语音表征来激活其语义表征的过程。具体地说,听辨过程中,物理音响首先激活一定的语音表征,后由语音表征激活语义表征和其他信息这一过程与阅读理解的取词过程有所不同。在阅读时,人们通过激活词法表征,视觉上的词形,激活语义表征,语音表征的激活则处于后滞的状态。当然,取词的过程会受到众多因素的影响,主要有词频效应(frequency eff... 相似文献
11.
Thais Barbosa Monica Carolina Miranda Ruth F. Santos Orlando Francisco A. Bueno 《Reading and writing》2009,22(2):201-218
One of the most usual flaws that lead to literacy disability regards cognitive difficulties and alterations some children
present in the literacy process. Many studies have found alterations in phonological processing, more specifically in phonological
working memory (PWM) and phonological awareness (PA). Therefore, our aim was to identify alterations in skills of phonological
working memory, phonological awareness and language (semantic, syntactic and phonological aspects) of Brazilian children with
literacy disabilities (age 7–8). They were divided into two groups: (1) Group of Normal Literacy (NL); and (2) Group With
Literacy Disabilities (LD). The evaluation comprised tests that assessed general cognitive functions and the skills at stake.
The LD presented a poorer performance than the NL in the skills of PWM, PA and language aspects. The factor analysis showed
that these skills prevailed in differentiating the groups. Thus, children with literacy disabilities presented deficits in
phonological processing and language. These deficits seem to be a result of alterations of the phonological representations
and poor language skills that are prior to the literacy period. Consequently, we believe that the early identification of
these alterations can be very useful for the prevention of future literacy problems. 相似文献
12.
Differences between skilled and less‐skilled young readers in the retrieval of semantic,phonological, and shape information 
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下载免费PDF全文 Diana R. Cortés‐Monter Armando Q. Angulo‐Chavira Natalia Arias‐Trejo 《Journal of Research in Reading》2017,40(Z1):S170-S189
This study aimed to determine whether the reading skills of third‐grade schoolchildren are associated with their preferences for semantic, phonological, and shape competitors (images or printed words) after being exposed to a spoken critical word. Two groups of children participated: skilled readers and less‐skilled readers. Through a language‐mediated visual search, children's fixations on the three competitors and a distractor were measured. When looking at images, both groups of readers preferred to look at the semantic competitor. When reading words, both groups showed a preference for the phonological competitor, but only skilled readers were sensitive to semantic information. These results suggest that early reading skills influence access to different types of representations in response to hearing a word, and they confirm the existence of a cascaded activation of information retrieval in childhood. 相似文献
13.
Is the dual route model of word recognition useful in explaining individual differences in reading behaviors for most developmental dyslexics? Many past case studies of surface and phonological acquired dyslexics and a few similar studies of developmental dyslexia have suggested this might be so. The present study investigated individual differences among a group of 65 dyslexics, age 10 to 13, in reading, phonemic segmentation, and word retrieval. The dyslexics’ performance was compared to that of 65 reading age controls and 17 age-matched good readers. The research questions were: (1) Are there discrete subgroups of developmental dyslexics as suggested by the case studies? (2) How do oral language measures relate to the various reading tasks? The data indicated there were no discrete subgroups within the group of dyslexics; in addition, the variability in performance on reading tasks was quite similar for the dyslexic and reading age-control groups. A few dyslexics resembled phonological dyslexics and surface dyslexics, but these subjects were still part of a continuum. We also report the relationship between phonemic segmentation and word retrieval and various reading tasks. It appears that dyslexics at extreme ends of the continuum may exhibit quite different patterns from each other in their oral language task performance as well as in their reading. 相似文献
14.
《Scientific Studies of Reading》2013,17(3):209-217
Reading involves the decoding of written forms into language forms that represent phonological, morphological, and word level units. Thus, orthographies convey not only phonological but also morphological information-the word roots, syntactic inflections, and derivational relations that constitute the minimal semantic and grammatical units of a language. There are many psycholinguistic issues brought to light by the facts about morphology. However, the central one has focused on decomposition-whether and how language users, including readers, decompose morphologically complex words into their constituent morphemes. 相似文献
15.
We report two experiments investigating the effect of phonological priming on the recognition of two types of Chinese characters: compound targets which contain separate radical components; and integrated targets which do not contain separate radicals. We used a masked priming paradigm with varying prime-target exposure durations. In Experiment 1, phonological priming effects on compound target recognition were found following a 50 msec SOA. However, there was no evidence of phonological priming on integrated target recognition at this SOA. In Experiment 2 we investigated the time course of phonological priming effects at three prime-target SOAs (30, 50 and 80 msec) in a between-subjects design. Semantic priming effects were also investigated. Phonological priming effects on compound target recognition were found following the 50 msec and the 80 msec SOAs. However, there was no evidence of phonological priming on integrated target recognition at any SOA. Semantic priming effects on both compound and integrated target recognition were found in the 50 msec and the 80 msec SOA conditions suggesting that phonological and semantic activation are co-incidental during compound character recognition. We conclude that character type constrains the activation of phonology during Chinese character recognition. 相似文献
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Whereas many studies point to a positive relationship between phonological skills and reading in English, little is known about these relationships for children learning to read in a morphemic orthography such as Chinese. The aim of this study was to examine the relationships among reading ability, phonological, semantic and syntactic skills in Chinese. The participants were 196 grade 1 to grade 4 Chinese children in Hong Kong. A word recognition task in Chinese was developed and children who scored in the lowest quartile were classified as poor readers. The children were administered phonological tasks (tone and rhyming discrimination), semantic tasks (choosing similar words and sentences meanings), a syntactic task (oral cloze), and a working memory task. The results showed that word recognition was highly correlated with phonological skills and semantic processing, and was only moderately related to syntactic knowledge and working memory. Poor readers showed a significant lag in the development of these skills with the most significant problems at the phonological and semantic levels. Phonological skills are important to the acquisition of reading skills in both Chinese and English. 相似文献
18.
Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development 下载免费PDF全文
下载免费PDF全文 Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6–10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied to determine how bilingual AoE predicts reading outcomes. Early exposed bilinguals outperformed monolinguals on phonological awareness and word reading. Phonology and semantic (vocabulary) knowledge differentially predicted reading depending on the bilingual experience and AoE. Understanding how bilingual experiences impact phonological awareness and semantic knowledge, and in turn, impact reading outcomes is relevant for our understanding of what language and reading skills are best to focus on, and when, to promote optimal reading success. 相似文献