【作者】 陈维雯；

【导师】 郭秀艳；

【作者基本信息】 华东师范大学 ， 基础心理学， 2009， 硕士

【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。更多还原

【Abstract】 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.更多还原