交流语境对学习过程中学习者语言选择性注意的影响
|
摘要
依据交流语境特征创设了语言交流、共享对象的语言交流、共享对象和表情的语言交流,通过交流范式探查:交流语境对学习过程中学习者语言选择性注意的影响。结果显示:(1)语言交流条件下语言选择性注意整体水平最高;不同语境下选择性注意整体水平随交流时间进程而增高。(2)语言交流条件下语言选择性注意指向性水平最高;共享对象和表情条件最低,但集中性水平最高;总体上,指向性和集中性水平随学习进程相对稳定增高,但语言交流条件与共享对象条件下学习阶段1的集中性水平显著高于中间学习阶段。结果发现:交流语境不同时,不同非语言因素对于语言认知加工产生的影响作用不同;交流双方认知的协调过程同时受到语言和非语言因素的共同作用。概言之,非语言因素降低了语言选择性注意的整体水平和指向性水平;但表情因素提高了集中性水平。
According to the characteristics of communication context,the study created language communication,language communication of shared object,language communication of shared object and expression. It used the communication paradigm to explore the influence of communicative context on learners' language selective attention in the learning process. The results showed that:( 1) The overall level of language selective attention was the highest under the condition of language communication; the overall level of selective attention in different contexts increased with the time course of communication.( 2) The directivity level under the condition of language communication was the highest; the shared object and expression condition was the lowest,but the concentration level was the highest. Generally speaking,the levels of directivity and concentration relatively steadily increased with the learning process,but the concentration levels of learning stage 1 were significantly higher than that of intermediate learning stage under the condition of language communication and the condition of shared object. The results suggested that: while the communicative context was different,the effects of different non-language factors on the cognitive processing of language were different. The process of cognitive coordination of both sides of communication was influenced by both language and non-language factors. In short,non-language factors reduced the overall and directional levels of language selective attention,but expression factor improved the level of concentration.
According to the characteristics of communication context,the study created language communication,language communication of shared object,language communication of shared object and expression. It used the communication paradigm to explore the influence of communicative context on learners' language selective attention in the learning process. The results showed that:( 1) The overall level of language selective attention was the highest under the condition of language communication; the overall level of selective attention in different contexts increased with the time course of communication.( 2) The directivity level under the condition of language communication was the highest; the shared object and expression condition was the lowest,but the concentration level was the highest. Generally speaking,the levels of directivity and concentration relatively steadily increased with the learning process,but the concentration levels of learning stage 1 were significantly higher than that of intermediate learning stage under the condition of language communication and the condition of shared object. The results suggested that: while the communicative context was different,the effects of different non-language factors on the cognitive processing of language were different. The process of cognitive coordination of both sides of communication was influenced by both language and non-language factors. In short,non-language factors reduced the overall and directional levels of language selective attention,but expression factor improved the level of concentration.
引文
Abney,D.H.,Paxton,A.,Dale,R.,&Kello,C.T.(2014).Complexity matching in dyadic conversation.Journal of Experimental Psychology.General,143(6),2304-2315.
Alibali,M.W.,Nathan,M.J.,Wolfgram,M.S.,Church,R.B.,Jacobs,S.A.,Johnson Martinez,C.,&Knuth,E.J.(2014).How teachers link ideas in mathematics instruction using speech and gesture:a corpus analysis.Cognition and Instruction,32,65-100.
Arnold,J.E.,Kahn,J.M.,&Pancani,G.C.(2012).Audience design affects acoustic reduction via production facilitation.Psychonomic Bulletin&Review,19(3),505-512.
Beaudoin-Ryan,L.,&Goldin-Meadow,S.(2014).Teaching moral reasoning through gesture.Developmental Science,17(6),984-990.
Bezuidenhout,A.(2013).Perspective taking in conversation:a defense of speaker non-egocentricity.Journal of Pragmatics 48,4-16.
Brennan,S.E.(2005).How conversation is shaped by visual and spoken evidence.In J.Trueswell&M.Tanenhaus(Eds.),Approaches to Studying World-Situated Language Use:Bridging the Language-asProduct and Language-Action Traditions(95-129).Cambridge,MA:MIT Press.
Brennan,S.E.,Chen,X.,Dickinson,C.A.,Neider,M.B.,&Zelinsky,G.J.(2008).Coordinating cognition:The costs and benefits of shared gaze during collaborative search.Cognition,106(3),1465-1477.
Brennan,S.E.,&Hanna,J.E.(2009).Partner-specific adaptation in dialog.Topics in Cognitive Science,1(2),274-291.
Brown-Schmidt,S.,&Heller,D.(2014).What language processing can tell us about perspective taking:A reply to Bezuidenhout(2013).Journal of Pragmatics,60,279-284.
Cook,S.W.,Duffy,R.G.,&Fenn,K.M.(2013).Consolidation and transfer of learning after observing hand gesture.Child Development,84(6),1863-1871.
Cooperrider,K.,Wakefield,E.,&Goldin-Meadow,S.(2015).More than meets the eye:Gesture changes thought,even without visual feedback.In R.Dale,C.Jennings,P.P.Maglio,T.Matlock,D.Noelle,A.Warlaumont,&J.Yoshimi(Eds.),Proceedings of the 37th Annual Meeting of the Cognitive Science Society(441-446).Austin,TX:Cognitive Science Society.
Fay,N.,Walker,B.,Swoboda,N.,&Garrod,S.(2018).How to create shared symbols.Language,13(1),1-29.
Ferguson,H.J.,Apperly,I.A.,Ahmad,J.,&Bindermann,M.(2015).Task constraints distinguish perspective inferences from perspective use during discourse interpretation.Cognition,139,50-70.
Fusaroli,R.,Raczaszek-Leonardi,J.,&Tylén,K.(2014).Dialog as interpersonal synergy.New Ideas in Psychology,32,147-157.
Galati,A.(2009).Assessing common ground in conversation:The effect of linguistic and physical co-presence on early planning(doctorial dissertation).Stony Brook University,New York.
Goldin-Meadow,S.(2015).From action to abstraction:Gesture as a mechanism of change.Developmental Review,38,167-184.
Goldin-Meadow,S.,&Alibali,M.W.(2013).Gesture’s role in speaking,learning,and creating.Annual Review of Psychology,64,257-283.
Graziano,M.,&Gullberg,M.(2013).Gesture production and speech fluency in competent speakers and language learners.In Tilburg Gesture Research Meeting(Ti GeR)2013.Tilburg University.
Hostetter,A.B.(2011).When do gestures communicate-A meta-analysis.Psychological Bulletin,137(2),297-315.
Hu,F.T.,Ginns,P.,&Bobis,J.(2015).Getting the point:tracing worked examples enhances learning.Learning and Instruction,35,85-93.
James,K.H.,&Swain,S.N.(2011).Only self-generated actions create sensori-motor systems in the developing brain.Developmental Psychology,14,1-6.
Kita S.,&Ozyürek,A.(2003).What does cross-linguistic variation in semantic coordination of speech and gesture reveal?Evidence for an interface representation of spatial thinking and speaking.Journal of Memory and Language.48,16-32.
Koppensteiner,M.,Stephan,P.,&Jaschke,J.P.M.(2016).Moving speeches:Dominance,trustworthiness and competence in body motion.Personality and Individual Differences,94,101-106.
Krauss,R.M.(1998).Why do we gesture when we speak?Current Directions in Psychological Science.7(2),54-60.
Krauss,R.M.,&Weinheimer,S.(1964).Changes in reference phrases as a function of frequency of usage in social interaction:A preliminary study.Psychonomic Science,1,113-114.
Markman,A.B.,&Makin,V.S.(1998).Referential communication and category acquisition.Journal of Experimental Psychology:General,127(4),331-354.
Mol,L.,&Kita,S.(2012).Gesture structure affects syntactic structure in speech.In Naomi Miyake,David Peebles,&Richard P.Cooper(Eds.),Proceedings of the 34th Annual Conference of The Cognitive Science Society(761-766).Austin,TX:Cognitive Science Society.
Molenberghs,P.,Johnson,H.,Henry,J.D.,&Mattingley,J.B.(2016).Understanding the minds of others:A neuroimaging meta-analysis.Neuroscience&Biobehavioral Reviews,65,276-291.
Mumford,K.H.,&Kita,S.(2014).Children use gesture to interpret novel verb meanings.Child Development,85(3),1181-1189.
Novack,M.,&Goldin-Meadow,S.(2015).Learning from gesture:How our hands change our minds.Educational Psychology Review,27(3),405-412.
O’Carroll,S.,Nicoladis,E.,&Smithson,L.(2015).The effect of extroversion on communication:Evidence from an interlocutor visibility manipulation.Speech Communication,69,1-8.
Pine,K.J,Bird,H&Kirk,E.(2007).The effects of prohibiting gestures on children’s lexical retrieval ability.Developmental Science,10(6),747-754.
Rogers,S.L.,Fay,N.,&Maybery,M.(2013).Audience design through social interaction during group discussion.PloS one,8(2),e57211.
Theisen,C.A.,Oberlander,J.,&Kirby,S.(2010).Systematicity and arbitrariness in novel communication systems.Interaction Studies,11(1),14-32.
Vanlangendonck,F.,Willems,R.M.,Menenti,L.,&Hagoort,P.(2013).The role of common ground in audience design:Beyond an all or nothing story.In the Workshop on the Production of Referring Expressions:Bridging the Gap between Computational and Empirical Approaches to Reference the(PRE-CogSci 2013).
Vesper,C.,Schmitz,L.,Safra,L.,Sebanz,N.,&Knoblich,G.(2016).The role of shared visual information for joint action coordination.Cognition,153,118-123.
Vigliocco,G.,Perniss,P.,&Vinson,D.(2014).Language as a multimodal phenomenon:Implications for language learning,processing,and evolution.Philosophical Transactions of the Royal Society B,369,20130292.
Wakefield,E.M.,Hall,C.,James,K.H.,&Goldin-Meadow,S.(2017).Representational gesture as a tool for promoting word learning in young children.In Proceedings of the 41st Annual Boston University Conference on Language Development,Boston,MA.
Zhou,H.,Majka,E.A.,&Epley,N.(2017).Inferring perspective versus getting perspective:Underestimating the value of being in another person’s shoes.Psychological Science,28(4),482-493.
沈德立,白学军.(2006).高效率学习的心理机制研究.心理科学,29(1),2-6.
张恒超.(2013).参照性交流中的“听者设计”.心理发展与教育,29(5),552-560.
张恒超.(2017).共享因素对参照性交流双方学习的影响.心理学报,49(2),197-205.
张恒超.(2018a).交流语言认知特征.心理科学进展,26(2),270-282.
张恒超.(2018b).交流手势的认知特征.心理科学进展,26(5),796-809.
张恒超,阴国恩.(2012a).关系复杂性对关系类别间接性学习的影响.心理发展与教育,28(2),193-200.
张恒超,阴国恩.(2012b).关系复杂性对关系类别间接性学习中选择性注意的影响.心理科学,35(4),823-828.
Alibali,M.W.,Nathan,M.J.,Wolfgram,M.S.,Church,R.B.,Jacobs,S.A.,Johnson Martinez,C.,&Knuth,E.J.(2014).How teachers link ideas in mathematics instruction using speech and gesture:a corpus analysis.Cognition and Instruction,32,65-100.
Arnold,J.E.,Kahn,J.M.,&Pancani,G.C.(2012).Audience design affects acoustic reduction via production facilitation.Psychonomic Bulletin&Review,19(3),505-512.
Beaudoin-Ryan,L.,&Goldin-Meadow,S.(2014).Teaching moral reasoning through gesture.Developmental Science,17(6),984-990.
Bezuidenhout,A.(2013).Perspective taking in conversation:a defense of speaker non-egocentricity.Journal of Pragmatics 48,4-16.
Brennan,S.E.(2005).How conversation is shaped by visual and spoken evidence.In J.Trueswell&M.Tanenhaus(Eds.),Approaches to Studying World-Situated Language Use:Bridging the Language-asProduct and Language-Action Traditions(95-129).Cambridge,MA:MIT Press.
Brennan,S.E.,Chen,X.,Dickinson,C.A.,Neider,M.B.,&Zelinsky,G.J.(2008).Coordinating cognition:The costs and benefits of shared gaze during collaborative search.Cognition,106(3),1465-1477.
Brennan,S.E.,&Hanna,J.E.(2009).Partner-specific adaptation in dialog.Topics in Cognitive Science,1(2),274-291.
Brown-Schmidt,S.,&Heller,D.(2014).What language processing can tell us about perspective taking:A reply to Bezuidenhout(2013).Journal of Pragmatics,60,279-284.
Cook,S.W.,Duffy,R.G.,&Fenn,K.M.(2013).Consolidation and transfer of learning after observing hand gesture.Child Development,84(6),1863-1871.
Cooperrider,K.,Wakefield,E.,&Goldin-Meadow,S.(2015).More than meets the eye:Gesture changes thought,even without visual feedback.In R.Dale,C.Jennings,P.P.Maglio,T.Matlock,D.Noelle,A.Warlaumont,&J.Yoshimi(Eds.),Proceedings of the 37th Annual Meeting of the Cognitive Science Society(441-446).Austin,TX:Cognitive Science Society.
Fay,N.,Walker,B.,Swoboda,N.,&Garrod,S.(2018).How to create shared symbols.Language,13(1),1-29.
Ferguson,H.J.,Apperly,I.A.,Ahmad,J.,&Bindermann,M.(2015).Task constraints distinguish perspective inferences from perspective use during discourse interpretation.Cognition,139,50-70.
Fusaroli,R.,Raczaszek-Leonardi,J.,&Tylén,K.(2014).Dialog as interpersonal synergy.New Ideas in Psychology,32,147-157.
Galati,A.(2009).Assessing common ground in conversation:The effect of linguistic and physical co-presence on early planning(doctorial dissertation).Stony Brook University,New York.
Goldin-Meadow,S.(2015).From action to abstraction:Gesture as a mechanism of change.Developmental Review,38,167-184.
Goldin-Meadow,S.,&Alibali,M.W.(2013).Gesture’s role in speaking,learning,and creating.Annual Review of Psychology,64,257-283.
Graziano,M.,&Gullberg,M.(2013).Gesture production and speech fluency in competent speakers and language learners.In Tilburg Gesture Research Meeting(Ti GeR)2013.Tilburg University.
Hostetter,A.B.(2011).When do gestures communicate-A meta-analysis.Psychological Bulletin,137(2),297-315.
Hu,F.T.,Ginns,P.,&Bobis,J.(2015).Getting the point:tracing worked examples enhances learning.Learning and Instruction,35,85-93.
James,K.H.,&Swain,S.N.(2011).Only self-generated actions create sensori-motor systems in the developing brain.Developmental Psychology,14,1-6.
Kita S.,&Ozyürek,A.(2003).What does cross-linguistic variation in semantic coordination of speech and gesture reveal?Evidence for an interface representation of spatial thinking and speaking.Journal of Memory and Language.48,16-32.
Koppensteiner,M.,Stephan,P.,&Jaschke,J.P.M.(2016).Moving speeches:Dominance,trustworthiness and competence in body motion.Personality and Individual Differences,94,101-106.
Krauss,R.M.(1998).Why do we gesture when we speak?Current Directions in Psychological Science.7(2),54-60.
Krauss,R.M.,&Weinheimer,S.(1964).Changes in reference phrases as a function of frequency of usage in social interaction:A preliminary study.Psychonomic Science,1,113-114.
Markman,A.B.,&Makin,V.S.(1998).Referential communication and category acquisition.Journal of Experimental Psychology:General,127(4),331-354.
Mol,L.,&Kita,S.(2012).Gesture structure affects syntactic structure in speech.In Naomi Miyake,David Peebles,&Richard P.Cooper(Eds.),Proceedings of the 34th Annual Conference of The Cognitive Science Society(761-766).Austin,TX:Cognitive Science Society.
Molenberghs,P.,Johnson,H.,Henry,J.D.,&Mattingley,J.B.(2016).Understanding the minds of others:A neuroimaging meta-analysis.Neuroscience&Biobehavioral Reviews,65,276-291.
Mumford,K.H.,&Kita,S.(2014).Children use gesture to interpret novel verb meanings.Child Development,85(3),1181-1189.
Novack,M.,&Goldin-Meadow,S.(2015).Learning from gesture:How our hands change our minds.Educational Psychology Review,27(3),405-412.
O’Carroll,S.,Nicoladis,E.,&Smithson,L.(2015).The effect of extroversion on communication:Evidence from an interlocutor visibility manipulation.Speech Communication,69,1-8.
Pine,K.J,Bird,H&Kirk,E.(2007).The effects of prohibiting gestures on children’s lexical retrieval ability.Developmental Science,10(6),747-754.
Rogers,S.L.,Fay,N.,&Maybery,M.(2013).Audience design through social interaction during group discussion.PloS one,8(2),e57211.
Theisen,C.A.,Oberlander,J.,&Kirby,S.(2010).Systematicity and arbitrariness in novel communication systems.Interaction Studies,11(1),14-32.
Vanlangendonck,F.,Willems,R.M.,Menenti,L.,&Hagoort,P.(2013).The role of common ground in audience design:Beyond an all or nothing story.In the Workshop on the Production of Referring Expressions:Bridging the Gap between Computational and Empirical Approaches to Reference the(PRE-CogSci 2013).
Vesper,C.,Schmitz,L.,Safra,L.,Sebanz,N.,&Knoblich,G.(2016).The role of shared visual information for joint action coordination.Cognition,153,118-123.
Vigliocco,G.,Perniss,P.,&Vinson,D.(2014).Language as a multimodal phenomenon:Implications for language learning,processing,and evolution.Philosophical Transactions of the Royal Society B,369,20130292.
Wakefield,E.M.,Hall,C.,James,K.H.,&Goldin-Meadow,S.(2017).Representational gesture as a tool for promoting word learning in young children.In Proceedings of the 41st Annual Boston University Conference on Language Development,Boston,MA.
Zhou,H.,Majka,E.A.,&Epley,N.(2017).Inferring perspective versus getting perspective:Underestimating the value of being in another person’s shoes.Psychological Science,28(4),482-493.
沈德立,白学军.(2006).高效率学习的心理机制研究.心理科学,29(1),2-6.
张恒超.(2013).参照性交流中的“听者设计”.心理发展与教育,29(5),552-560.
张恒超.(2017).共享因素对参照性交流双方学习的影响.心理学报,49(2),197-205.
张恒超.(2018a).交流语言认知特征.心理科学进展,26(2),270-282.
张恒超.(2018b).交流手势的认知特征.心理科学进展,26(5),796-809.
张恒超,阴国恩.(2012a).关系复杂性对关系类别间接性学习的影响.心理发展与教育,28(2),193-200.
张恒超,阴国恩.(2012b).关系复杂性对关系类别间接性学习中选择性注意的影响.心理科学,35(4),823-828.