摘要
本实验结果表明,被试识别音同、义同、形近三类成语材料有不同的效果。形近的识别最差,音同与义同只有在同一成语中共同存在,才容易混淆。四种识记方法相比,字形识记的识别效果最好,一般识记最差,意义识记和读音识记随年级不同而不同。在识记方法与材料性质相一致时,三年级被试都识别较差,而五年级被试使用字形识记对各种材料都识别较好,并且意义识记的识别效果显著提高。
The experiment shows that the results of cognition vary with the 3 different kinds of Chinese idiomatic phrases——homonyns, synonyms and phrases similar in form. Recognition of the last kind is the poorest, while homonymous and synonymous idiomatic phrases are confused only when they co-exist in one sentence. Among the four cognition methods, pictographic cognition is the best and general cognition the poorest, while semantic cognition and phonetic cognition vary in different grades. When the cognition method and materials are consistent, pupils in the third grade proved to be the least capable in cognition. When pictographic cognition is employed, pupils in the fifth grade do well with any kind of material and they are apparently better in semantic cognition.
出处
《心理学报》
1985年第1期86-91,共6页
Acta Psychologica Sinica
