留学生汉语偏正式双音词识别规律的实验分析

The Research on Foreign Students' Recognition Rules of Modifier-head Disyllabic Compounds

本文通过认知心理学启动效应实验分析偏正式双音词中词素的位置是否对留学生的汉语词汇学习存在一定的影响以及习得规律。实验主要结论一是留学生对于定中式双音词的掌握更好。无论哪一种词素启动,被试者对于定中式双音词的反应时长均短于状中式双音词,并且正确率也高于状中式双音词;二是尾词素启动对偏正式双音词的认知与习得起到促进作用,而首词素的出现则对整词产生抑制作用。两个词素并不是同时被激活,也不是"从左到右"序列激活,不存在所谓的词首效应。

This paper analyzes foreign students＇ recognition rules of Chinese modifier-head disyllabic compounds through repetition priming experiment which is one of the research methods of cognitive psy- chology. The main conclusions are summarized as follows ： First, foreign students have better grasp on the attributive-centered disyllabic compounds than adverbial-centered one. No matter what kind of morpholog- ical priming, subjects＇ reaction time to attributive-centered disyllabic compounds is shorter than the other kind of words, and the accuracy rate is also higher. Second, the latter morpheme plays a promoting role in the process of cognition and acquisition of modifier-head disyllabic compounds, but the former one has inhibitory effect. Two morphemes are not simultaneously activated, or ＂left to right＂ sequence activated, there is no so-called word-initial effect.