汉语单字词形—义关系的内隐学习研究
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摘要
本研究将汉语词汇的形-义关系规则作为主要的研究对象,三个实验相继探讨了形-义关系的学习效应,并试图通过判断依据迫选的主观测量方式探讨知识的意识性水平。实验一在间接学习条件下操纵了规则难度和测验类型两个变量,以确定学习效应的发生,以及规则难度和测验类型对于学习效应的影响。实验二则是在内隐学习的经典指导语下,通过操纵三种条件的测验选项和两种不同的测验类型,来进一步探究被试所能习得的规则究竟是何种规则。而实验三则是通过比较重复测验、情境变化和延迟测验三种实验条件,对内隐学习中的测验效应进行研究。结果发现:
(1)被试能够习得汉语词汇形-义关系的简单(生命度)规则;
(2)被试能够习得汉语词汇形-义关系规则的学习中,兼有意识和无意识成分的双重贡献;
(3)在汉语形-义关系规则的学习中,第一次测验不会对第二次测验产生影响,但是,语句情境的改变显著地降低了被试在第二次测验中的学习效应。
The research chosed the rule of form-meaning connections of Chinese simple word as research object, and three experiments were used to study the learning effect. Also, the methods such as subjective measure were used to study the consciousness level of the knowledge. In experiment one, two variables (degrees of rule difficulty and types of test) were operated under the condition of indirect learning to reveal the learning effect and the influence of the two variables on learning effect. In experiment two, another two variables (test options and types of test) were operated under the condition of classic guidelines of implicit learning to deeply study the rule of form-meaning connections which could be learned. Subsequently, in experiment three, testing effect of implicit learning were studied by compared three experimental conditions (repeated test, changed contexts, delayed test). In all of the three experiments, the author found:
(1) Participants learned the animacy rule of form-meaning connections.
(2) During the course of learning of form-meaning connections, there are some contributions of conscious ingredient and unconscious ingredient.
(3) During the course of learning of form-meaning connections, the first test had not an effect on the second test. However, the change of sentence contexts had made the learning effect decreased significantly in the second test.
(1)被试能够习得汉语词汇形-义关系的简单(生命度)规则;
(2)被试能够习得汉语词汇形-义关系规则的学习中,兼有意识和无意识成分的双重贡献;
(3)在汉语形-义关系规则的学习中,第一次测验不会对第二次测验产生影响,但是,语句情境的改变显著地降低了被试在第二次测验中的学习效应。
The research chosed the rule of form-meaning connections of Chinese simple word as research object, and three experiments were used to study the learning effect. Also, the methods such as subjective measure were used to study the consciousness level of the knowledge. In experiment one, two variables (degrees of rule difficulty and types of test) were operated under the condition of indirect learning to reveal the learning effect and the influence of the two variables on learning effect. In experiment two, another two variables (test options and types of test) were operated under the condition of classic guidelines of implicit learning to deeply study the rule of form-meaning connections which could be learned. Subsequently, in experiment three, testing effect of implicit learning were studied by compared three experimental conditions (repeated test, changed contexts, delayed test). In all of the three experiments, the author found:
(1) Participants learned the animacy rule of form-meaning connections.
(2) During the course of learning of form-meaning connections, there are some contributions of conscious ingredient and unconscious ingredient.
(3) During the course of learning of form-meaning connections, the first test had not an effect on the second test. However, the change of sentence contexts had made the learning effect decreased significantly in the second test.
引文
陈维雯、郭秀艳(2008).论内隐学习与语文教学的结合.宁波大学学报(教育科学版),30卷,1期,49-54页.
郭秀艳、杨治良(2002).内隐学习的研究历程.心理发展与教育,3期,85-90页.
郭秀艳、崔光成(2002).内隐学习本质特征的实验研究[J].心理科学,25卷,1期,43-46页.
郭秀艳(2003).内隐学习.上海:华东师范大学出版社.
郭秀艳(2004).实验心理学.北京:人民教育出版社.
郭秀艳、朱磊、邹庆宇(2005).内隐学习的主观测量标准.心理科学,28卷,5期,1192-1195.
侯伟康、秦启庚(1996).汉字特征内隐学习的初步实验研究[J].心理科学,19卷,6期,351-354页.
李学文(2005).语文教学中内隐学习与外显学习的思考与实践.内蒙古师范大学学报(教育科学版),18卷,4期,101-103页.
骆奇(2007).将内隐学习引入语文教学.教学与管理,3期,71-72页.
缪小春、杨金鑫(2004).语文教学中的内隐学习.心理科学,27卷,3期,524-527页.
杨金鑫(2002).内隐学习研究对我国语文教学的启示.课程·教材·教法,3期,41-45页.
杨治良、叶阁蔚(1993).内隐学习“三高”特征的实验研究[J].心理科学,16卷,3期,138-144页.
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Anderson,J.R.(1993).Rules of the Mind.Hillsdale,NJ:Erlbaum.
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Bialystok,E.(1979).Explicit and implicit judgments of L2 grammaticality.Language Learning,29,81-103.
Broadbent,D.E.(1977).Levels,hierarchies,and the locus of control.The Quarterly Journal of Experimental Psychology,29,181-201.
Carr,T.H.,Curran,T.(1994).Cognitive factors in learning about structured sequences.Studies in Second Language Acquisition,16,205-230.
Chan,C.(1992).Implicit cognitive processes:Theoretical issues and applications in computer systems design.Unpublished D.Phil thesis,University of Oxford.
Cheeseman,J.,Merikle,P.M.(1984).Priming with and without awareness.Perception & Psychophysics,36,387-395.
Cleeremans,A.(Ed.)(2003).The Unity of Consciousness:Binding,Integration,and Dissociation.Oxford University Press.
Cohen,N.J.,Ivry,R.T.,Keele,S.W.(1990).Attention and structure in sequence learning.Journal of Experimental Psychology:Learning,Memory and Cognition,16,17-30.
Curran,T.,Keele,S.W.(1993).Attentional and nonattentional forms of sequence learning.Journal of Experimental Psychology:Learning,Memory,and Cognition,19,189-202.
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Ellis,N.C.(2008).The dynamics of language use,language change,and first and second language acquisition.Modern Language Journal,92(2),232-249.
Elston-Giittler,K.,Williams,J.N.(2008).L1 polysemy affects L2 meaning interpretation:Evidence for L1 concepts active during L2 reading.Second Language Research,24,167-187.
Fried,L.S.,Holyoak,K.J.(1984).Induction of category distributions:A framework for classification learning.Journal of Experimental Psychology:Learning,Memory and Cognition,10,234-257.
Gabrieli,J.D.E.,Cohen,N.J.,Corkin,S.(1988).The impaired learning of semantic knowledge following medial temporal lobe resection.Brain and Cognition,7,157-177.
Hauser,M.D.,Newport,E.L.,Aslin,R.N.(2001).Segmentation of the speech stream in a nonhuman primate:Statistical learning in cotton-top tamarins.Cognition,78,B53-B64.
Howard,J.H.,Ballas,J.A.(1980).Syntactic and semantic factors in the classification of nonspeech transient patterns.Perception and Psychophysics,28(5),431-439.
Jim(?)nez,L.,M(?)ndez,C.(1999).Which attention is needed for implicit sequence learning? Journal of Experimental Psychology:Learning,Memory,and Cognition,25,236-259.
Kitchener,E.G.,Hodges,J.R.,McCarthy,R.(1998).Acquisition of post-morbid vocabulary and semantic facts in the absence of episodic memory.Brain,121,1313-1327.
Knowlton,B.J.,Squire,L.R.(1996).Artificial grammar learning depends on implicit acquisition of both abstract and exemplar-specific information.Journal of Experimental Psychology:Learning,Memory,and Cognition,22,169-181.
Lambert,A.,Naikar,N.,McLachlan,K.,et al.(1999).A new component of visual orienting implicit effects of peripheral information and subthreshold cues on covert attention.Journal of Experimental Psychology:Human Perception and Performance,25(2),321-340.
Lee,Y.S.(1995).Effects of learning contexts on implicit and explicit learning.Memory and Cognition,23(6),723-734.
Leow,R.P.(1997).Attention,awareness,and foreign language behavior.Language Learning,47,467-505.
Leow,R.P.(2000).A study of the role of awareness in foreign language behavior.Studies in Second Language Acquisition,22,557-584.
Leung,J.,Williams,J.N.(2006).Implicit learning of form-meaning connections.In R.Sun and N.Miyake(eds.),Proceedings of the Annual Meeting of the Cognitive Science Society(pp.465-470).Mahwah,N.J.:Lawrence Erlbaum.
Logan,G.D.,Etherton,J.L.(1994).What is learned during automatization? The role of attention in constructing an instance.Journal of Experimental Psychology:Learning,Memory and Cognition,20,1022-1050.
Marchman,V.A.,.Bates,E.(1994).Continuity in lexical and morphological development:A test of the critical mass hypothesis.Journal of Child Language,21,339-366.
Mathews,R.C.,Buss,R.R.,Stanley,W.B.,Blanchard-Fields,F.,Cho,J.-R.,Druhan,B.(1989).The role of implicit and explicit processes in learning from examples:A synergistic effect.Journal of Experimental Psychology:Learning,Memory,and Cognition,15,1083-1100.
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McDermott,K.B.(1996).The persistence of false memories in list recall. Journal of Memory and Language,35,212-230.
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Olson I.R.,Chun M.M.(2001).Temporal contextual cuing of visual attention.Journal of Experimental Psychology:Learning,Memory,and Cognition,27(5),1299-1313.
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Reber,A.S.(1969).Transfer of syntactic structure in synthetic languages.Journal of Experimental Psychology,81,115-119.
Reber,A.S.(1976).Implicit learning of synthetic languages:The role of instructional set.Journal of Experimental Psychology:Human Learning and Memory,2,88-94.
Reber,A.S.,Lewis,S.(1977).Implicit learning:An analysis of the form and structure of a body of tacit knowledge.Cognition,5,333-361.
Reber,A.S.,Allen,R.(1978).Analogy and abstraction strategies in synthetic grammar learning:A functionalist interpretation.Cognition,6,189-221.
Reber,A.S.(1989).Implicit learning and tacit knowledge.Journal of Experimental Psychology:General,118,219-235.
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Roediger,H.L.,Guynn,M.J.(1996).Retrieval processes.In E.L.Bjork & R.A.Bjork (Eds.),Memory:Handbook of perception and cognition.San Diego:Academic Press.
Rosenthal,D.M.(1986).Two concepts of consciousness.Philosophical Studies,49,329-359.
Saffran,J.R.,Newport,E.L.,Aslin,R.N.(1996).Word segmentation:The role of distributional cues.Journal of Memory and Language,35,606-621.
Salamoura,A.,Williams,J.N.(2007).Processing verb argument structure across languages:Evidence for shared representations in the bilingual mental lexicon.Applied Psycholinguistics,28,627-660.
Scott,V.M.(1989).An empirical study of explicit and implicit grammar teaching strategies in French [J].Modern Language Journal,73,14-22.
Smith,L.B.(1999).Children's noun learning:How general learning processes make specialized learning mechanisms.In B.Mac Whinney (Ed.),The emergence oflanguage (pp.277-303).Mahwah,NJ:Erlbaum.
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郭秀艳、杨治良(2002).内隐学习的研究历程.心理发展与教育,3期,85-90页.
郭秀艳、崔光成(2002).内隐学习本质特征的实验研究[J].心理科学,25卷,1期,43-46页.
郭秀艳(2003).内隐学习.上海:华东师范大学出版社.
郭秀艳(2004).实验心理学.北京:人民教育出版社.
郭秀艳、朱磊、邹庆宇(2005).内隐学习的主观测量标准.心理科学,28卷,5期,1192-1195.
侯伟康、秦启庚(1996).汉字特征内隐学习的初步实验研究[J].心理科学,19卷,6期,351-354页.
李学文(2005).语文教学中内隐学习与外显学习的思考与实践.内蒙古师范大学学报(教育科学版),18卷,4期,101-103页.
骆奇(2007).将内隐学习引入语文教学.教学与管理,3期,71-72页.
缪小春、杨金鑫(2004).语文教学中的内隐学习.心理科学,27卷,3期,524-527页.
杨金鑫(2002).内隐学习研究对我国语文教学的启示.课程·教材·教法,3期,41-45页.
杨治良、叶阁蔚(1993).内隐学习“三高”特征的实验研究[J].心理科学,16卷,3期,138-144页.
Abrams,M.,Reber,A.S.(1988).Implicit learning:Robustness in the face of psychiatric disorders.Journal of Psycholinguistic Research,17,425-439.
Allen,R.,Reber,A.S.(1980).Very long-term memory for tacit knowledge.Cognition,8,175-185.
Anderson,J.R.(1993).Rules of the Mind.Hillsdale,NJ:Erlbaum.
Berry,D.C.,Broadbent,D.E.(1984).On the relationship between task performance and associated verbalizable knowledge.Quarterly Journal of Experimental Psychology,36A,209-231.
Bialystok,E.(1979).Explicit and implicit judgments of L2 grammaticality.Language Learning,29,81-103.
Broadbent,D.E.(1977).Levels,hierarchies,and the locus of control.The Quarterly Journal of Experimental Psychology,29,181-201.
Carr,T.H.,Curran,T.(1994).Cognitive factors in learning about structured sequences.Studies in Second Language Acquisition,16,205-230.
Chan,C.(1992).Implicit cognitive processes:Theoretical issues and applications in computer systems design.Unpublished D.Phil thesis,University of Oxford.
Cheeseman,J.,Merikle,P.M.(1984).Priming with and without awareness.Perception & Psychophysics,36,387-395.
Cleeremans,A.(Ed.)(2003).The Unity of Consciousness:Binding,Integration,and Dissociation.Oxford University Press.
Cohen,N.J.,Ivry,R.T.,Keele,S.W.(1990).Attention and structure in sequence learning.Journal of Experimental Psychology:Learning,Memory and Cognition,16,17-30.
Curran,T.,Keele,S.W.(1993).Attentional and nonattentional forms of sequence learning.Journal of Experimental Psychology:Learning,Memory,and Cognition,19,189-202.
DeKeyser,R.M.(1995).Learning second language grammar rules:An experiment with a miniature linguistic system.Studies in Second Language Acquisition,17,379-410.
Dienes,Z.,Berry,D.(1997).Implicit learning:Below the subjective threshold.Psychonomic Bulletin and Review,4(1),3-23.
Dienes,Z.,Scott,R.(2005).Measuring unconscious knowledge:Distinguishing structural knowledge and judgment knowledge.Psychological Research,69(5),338-351.
Doughty,C.,Williams,J.(1998).Pedagogical choices in focus on form.In C.Doughty and J.Williams(Eds.),Focus on form in classroom second language acquisition(pp.197-261).New York:Cambridge University Press.
Ellis,N.C.(1994).Vocabulary acquisition:The explicit ins and outs of explicit cognitive mediation.In N.C.Ellis(Ed.),Implicit and explicit learning of languages (pp.211-282).San Diego,CA:Academic Press.
Ellis,N.C.(2008).The dynamics of language use,language change,and first and second language acquisition.Modern Language Journal,92(2),232-249.
Elston-Giittler,K.,Williams,J.N.(2008).L1 polysemy affects L2 meaning interpretation:Evidence for L1 concepts active during L2 reading.Second Language Research,24,167-187.
Fried,L.S.,Holyoak,K.J.(1984).Induction of category distributions:A framework for classification learning.Journal of Experimental Psychology:Learning,Memory and Cognition,10,234-257.
Gabrieli,J.D.E.,Cohen,N.J.,Corkin,S.(1988).The impaired learning of semantic knowledge following medial temporal lobe resection.Brain and Cognition,7,157-177.
Hauser,M.D.,Newport,E.L.,Aslin,R.N.(2001).Segmentation of the speech stream in a nonhuman primate:Statistical learning in cotton-top tamarins.Cognition,78,B53-B64.
Howard,J.H.,Ballas,J.A.(1980).Syntactic and semantic factors in the classification of nonspeech transient patterns.Perception and Psychophysics,28(5),431-439.
Jim(?)nez,L.,M(?)ndez,C.(1999).Which attention is needed for implicit sequence learning? Journal of Experimental Psychology:Learning,Memory,and Cognition,25,236-259.
Kitchener,E.G.,Hodges,J.R.,McCarthy,R.(1998).Acquisition of post-morbid vocabulary and semantic facts in the absence of episodic memory.Brain,121,1313-1327.
Knowlton,B.J.,Squire,L.R.(1996).Artificial grammar learning depends on implicit acquisition of both abstract and exemplar-specific information.Journal of Experimental Psychology:Learning,Memory,and Cognition,22,169-181.
Lambert,A.,Naikar,N.,McLachlan,K.,et al.(1999).A new component of visual orienting implicit effects of peripheral information and subthreshold cues on covert attention.Journal of Experimental Psychology:Human Perception and Performance,25(2),321-340.
Lee,Y.S.(1995).Effects of learning contexts on implicit and explicit learning.Memory and Cognition,23(6),723-734.
Leow,R.P.(1997).Attention,awareness,and foreign language behavior.Language Learning,47,467-505.
Leow,R.P.(2000).A study of the role of awareness in foreign language behavior.Studies in Second Language Acquisition,22,557-584.
Leung,J.,Williams,J.N.(2006).Implicit learning of form-meaning connections.In R.Sun and N.Miyake(eds.),Proceedings of the Annual Meeting of the Cognitive Science Society(pp.465-470).Mahwah,N.J.:Lawrence Erlbaum.
Logan,G.D.,Etherton,J.L.(1994).What is learned during automatization? The role of attention in constructing an instance.Journal of Experimental Psychology:Learning,Memory and Cognition,20,1022-1050.
Marchman,V.A.,.Bates,E.(1994).Continuity in lexical and morphological development:A test of the critical mass hypothesis.Journal of Child Language,21,339-366.
Mathews,R.C.,Buss,R.R.,Stanley,W.B.,Blanchard-Fields,F.,Cho,J.-R.,Druhan,B.(1989).The role of implicit and explicit processes in learning from examples:A synergistic effect.Journal of Experimental Psychology:Learning,Memory,and Cognition,15,1083-1100.
Merriman,W.E.(1999).Competition,attention,and young children's lexical processing.In B.MacWhinney(Ed.),The emergence of language(pp.331-358).Mahwah,NJ:Erlbaum.
McClelland,J.,Rumelhart,D.(1985).Distributed memory and the representation of general and specific information.Journal of Experimental Psychology:General,114,159-188.
McDermott,K.B.(1996).The persistence of false memories in list recall. Journal of Memory and Language,35,212-230.
Miller,G.A.,Selfridge,J.A.(1950).Verbal context and the recall of meaningful material.American Journal of Psychology,63,176-185.
Nissen,M.J.,Bullemer,P.(1987).Attentional requirements of learning:Evidence from performance measures.Cognitive Psychology,19,1-32.
Olson I.R.,Chun M.M.(2001).Temporal contextual cuing of visual attention.Journal of Experimental Psychology:Learning,Memory,and Cognition,27(5),1299-1313.
Reber,A.S.(1967).Implicit learning of artificial grammars.Journal of Verbal Learning and Verbal Behavior,6,855-863.
Reber,A.S.(1969).Transfer of syntactic structure in synthetic languages.Journal of Experimental Psychology,81,115-119.
Reber,A.S.(1976).Implicit learning of synthetic languages:The role of instructional set.Journal of Experimental Psychology:Human Learning and Memory,2,88-94.
Reber,A.S.,Lewis,S.(1977).Implicit learning:An analysis of the form and structure of a body of tacit knowledge.Cognition,5,333-361.
Reber,A.S.,Allen,R.(1978).Analogy and abstraction strategies in synthetic grammar learning:A functionalist interpretation.Cognition,6,189-221.
Reber,A.S.(1989).Implicit learning and tacit knowledge.Journal of Experimental Psychology:General,118,219-235.
Reber,A.S.(1993).Implicit learning and tacit knowledge:an essay on the cognitive unconscious.New York:Oxford University Press.
Reber,P.J.,Squire,L.R.(1994).Parallel brain systems for learning with and without awareness.Learning and Memory,1,217-229.
Rebuschat,P.,Williams,J.N.(2006).Dissociating implicit and explicit learning of natural language syntax.In Sun,R.& Miyake,N.(eds.),Proceedings of the Annual Meeting of the Cognitive Science Society,2594.Mahwah,N.J.:Lawrence Erlbaum.
Robinson,B.F.,Mervis,C.B.(1998).Disentangling early language development:Modeling lexical and grammatical acquisition using an extension of a case-study methodology.Developmental Psychology,34,363-375.
Robinson,P.,N.Ellis,N.C.(2008).Handbook of Cognitive Linguistics and Second Language Acquisition.London:Routledge.
Roediger,H.L.,Guynn,M.J.(1996).Retrieval processes.In E.L.Bjork & R.A.Bjork (Eds.),Memory:Handbook of perception and cognition.San Diego:Academic Press.
Rosenthal,D.M.(1986).Two concepts of consciousness.Philosophical Studies,49,329-359.
Saffran,J.R.,Newport,E.L.,Aslin,R.N.(1996).Word segmentation:The role of distributional cues.Journal of Memory and Language,35,606-621.
Salamoura,A.,Williams,J.N.(2007).Processing verb argument structure across languages:Evidence for shared representations in the bilingual mental lexicon.Applied Psycholinguistics,28,627-660.
Scott,V.M.(1989).An empirical study of explicit and implicit grammar teaching strategies in French [J].Modern Language Journal,73,14-22.
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