情緒刺激和語(yǔ)義刺激的內(nèi)隱序列學(xué)習(xí)研究

1、學(xué)位論文獨(dú)創(chuàng)性聲明 學(xué)位論文獨(dú)創(chuàng)性聲明 本人所呈交的學(xué)位論文是在導(dǎo)師的指導(dǎo)下取得的研究成果。據(jù)我所知，除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含其他個(gè)人已經(jīng)發(fā)表或撰寫過的研究成果。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中作了明確說明并表示了謝意。 作者簽名： 楊光 日期： 2014.6.3 學(xué)位論文使用授權(quán)聲明 本人授權(quán)沈陽(yáng)師范大學(xué)研究生處，將本人碩士學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)

2、據(jù)庫(kù)進(jìn)行檢索；有權(quán)保留學(xué)位論文并向國(guó)家主管部門或其指定機(jī)構(gòu)送交論文的電子版和紙質(zhì)版，允許論文被查閱和借閱；有權(quán)可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位論文在解密后適用本規(guī)定。 作者簽名： 楊光 日期： 2014.6.3 情緒刺激和語(yǔ)義刺激的內(nèi)隱序列學(xué)習(xí)研究 Implicit sequence learning research of emotional stimu

3、li and semantic stimuli Abstract In the past researches on implicit learning, the stimulus always has no meaning or attached emotion, e.g. Reber artificial grammar learning, with an aim to test learning effect of partici

4、pants directly. However, the study on pure meaningless materials is rare in real life, and most of the materials have significance of emotion and semantic meanings. So far, only few people have carried out researches on

5、effect of affective priming and foreign language vocabulary on implicit learning, and the conclusion is still subject to some controversy. This research attempts to explore the influence of emotional significance and se

6、mantic meaning on implicit learning effect. Regarding emotional pictures and idiom as stimuli, adopting serial reaction time normal form of implicit learning, the stimulus materials could be implemented by gsrt software.

7、 Experiment I employs several emotional pictures as stimuli, and randomly tests their effect on sequence learning, which avoids emotional adjustments at the same time; Experiment II employs individual word of idiom as st

8、imuli; Experiment III employs idiom as stimuli, and tests the changes of participants’ reaction time respectively when stimuli is semanteme stimuli. Experiment IV compares the results of Experiment II and III, and reveal

9、s difference of effect on sequence learning reaction time of different semantic stimulus intensities. Results showed that different valenced emotional pictures have no significant difference on average value of implicit

10、learning reaction time, but have significant difference on implicit learning load. Different valenced individual words of idiom have no significant difference on average value of implicit learning reaction time and impli

11、cit learning load. Different valenced idioms have no significant difference on average value of implicit learning reaction time, but have significant difference on implicit learning load. Idiom and its individual word ha

12、ve no significant difference on average reaction time of implicit sequence learning. Positive idiom and its individual word have no significant difference on learning load of implicit sequence learning, while negative id