Effect Of Bilingual Context On Memory Integration

Memory integration refers to the self-generation of knowledge by integrating two or more independent but related knowledge segments.Previous studies have proved the feasibility and effectiveness of this method.Summing up previous studies,it is found that,firstly,most of the researches are conducted on the memory integration of the first language(L1),whether abroad or at home.However,with the globalization trend becoming more and more obvious,the acquisition of information includes not only the first language,but also the second language(L2)or the combination of the first language and the second language,namely bilingualism.Therefore,extending the study from monolingual context to bilingual context is of great significance to the study of memory integration.Secondly,memory integration in bilingual context involves different language types of information processing.Some researches show that executive functions play an important role in information processing,and when processing different types of information,executive functions need to be involved to ensure the accuracy of conversion and processing between different types of information.Finally,if bilingualism and executive function will affect memory integration,do they affect memory integration performance by influencing the coding of memory integration,the extraction of memory integration or both? In view of this,this study will conduct a detailed discussion on memory integration from two aspects of coding and extraction through four experiments.In this study,college students are selected as the subject group,and the separated sentence paradigm is adopted,that is,a series of main facts are directly presented to the subjects in the learning stage,so that the subjects can learn and integrate.Research 1 combines bilingual context and executive function to explore their effects on memory integration coding.The results show that the memory integration performance of college students in bilingual context is worse than that in monolingual context.For the memory integration in bilingual context,the performance of memory integration is better when the main facts of Chinese are presented first.At the same time,the memory integration results of the high executive function group are due tothe memory integration results of the low executive function group.Research 2,the visual angle is changed from the coding of memory integration to the extraction of memory integration,that is,the bilingual context and executive function are combined to explore the influence of the two on the extraction of memory integration,so as to complete the exploration of the continuous process of memory integration.The results show that the performance level of memory integration in bilingual context is lower than that in monolingual context,while the performance level of memory integration in high performance is higher than that in low performance.Research 3 combines coding and extraction in bilingual context to explore the effect of compound bilingual context on memory integration.The results show that,regardless of the language in which the main facts are presented,memory integration performs better when the language in which the facts are asked is Chinese.At the same time,the memory integration performance of high-performing individuals is better than that of low-performing individuals under any conditions.Research 4 uses eye movement meter to record the eye movement track during reading,and explores the internal processing process of memory integration of different executive functions in monolingual and bilingual contexts,thus finding out the reasons for the differences in memory integration of different executive functions in monolingual and bilingual contexts.The results show that the processing process of memory integration in bilingual context is different from that in monolingual context.The average fixation time,average saccade amplitude,total fixation time and total fixation times vary with the different languages in which the main facts are presented.At the same time,the eye movement pattern of the subjects in the high executive function group is better than that in the low executive function group.The main conclusions of this study are as follows:(1)College students can have memory integration under the condition of monolingual and bilingual trunk facts in the coding stage.The presentation language of main facts will affect memory integration.When main facts are presented in dominant language,memory integration performs better.(2)Information can be extracted from new knowledge acquired through memory integration,whether it is asked in a dominant language or in a second language.Questioning language will affect memory integration.As the difficulty of switching between questioning language and coding language increases,the extraction effect becomes worse.(3)Regardless of the encoding process or extraction process,the integration performance of the high-performance functional group is better than that of the low-performance functional group under all language conditions.