英语词汇记忆中关键字母法效应的条件研究--基于初一学生的干预研究

Researches into Conditions for Key-letters Method Effect in Memorizing English Vocabulary

通过干预范式和中介刺激法,随机选取112名初中一年级学生为被试,采用一系列自编的材料和工具,考察了关键字母法效应的三个条件:识别关键字母、提取同分异构词和提取同分异构词释义。结果表明:(1)如果要求准确的回忆,从短期和长期看,识别关键字母和提取同分异构词都是关键字母法效应的必要条件,提取同分异构词释义是关键字母法效应的充分条件。(2)如果只要求大致的回忆,从长期看,识别关键字母是关键字母法效应的必要条件,提取同分异构词是关键字母法效应潜在的充分条件,而提取同分异构词释义则是关键字母法效应的充分条件。

By means of interventional paradigm and method of medium stimulation, 112 seventh grade students were randomly selected as participants, a series of self-constructed materials and instruments were employed to investigate three conditions for key-letters method effect in memorizing English vocabulary： recognizing key-letters, retrieving isomer word for key-letters, and retrieving definition of isomer word. The results were as follows： （1） when requested to give exact recalls, for both short-term and long-term memory, recognizing key-letters and retrieving isomer word for it were necessary conditions for key-letters method effect, and retrieving definition of isomer word was a sufficient condition for the effect; （2） when requested to give rough recalls, for long-term memory, recognizing key-letters was a necessary condition for the effect; retrieving isomer word for it was a potentially sufficient condition for the effect, and retrieving definition of isomer word sufficient condition for the effect.