Priming Effect Of Word Learning In Chinese Reading

Previous experience often affects cognition and learning,and repetitive priming effect is a typical phenomenon,that is,the repetition of stimuli can increase the speed of response or reduce the error rate of response.This effect in teaching is reflected in the use of repetitive learning and review to improve the learning effect.At present,most of the experimental studies on repetition priming effect focus on the repetition priming effect of individual words,grammar syntax or words in longer discourses in English or Chinese.However,in our daily life,we often learn words with a short sentence background,other auxiliary methods,and understand the meaning of the words we have learned.Moreover,review and first-time learning are often mixed with some irrelevant information.In order to explore the background clues of the words learned in Chinese sentences,the position and semantics of the words learned in the example sentences,and whether the irrelevant sentences during the delay repetition period affect the effect of repetitive learning,this study attempts to use the vocabulary judgment task under the two-stimulus priming paradigm to explore the influence of these factors on the priming effect of word repetition in Chinese sentences through three experiments.In the two-stimulus priming paradigm,priming and target stimulus were presented successively in each experiment,and the target stimulus was the same as priming stimulus or a new one.In this study,the priming stimulus is the words with sentence background,and the target stimulus is simple words.The subjects judge the target words,and their reaction time and response accuracy would be recorded.In the experimental materials,the real words are Chinese two-character words,the pseudowords are meaningless words composed of double true characters,and the background sentences are neutral Chinese short sentences.The experiment was carried out in the psychological behavior laboratory.The specific experimental design and results are as follows:Experiment 1 explored the influence of clue cues(whether the priming words in the sentence are underlined or not)on the learning effect of repeated priming,using 2(repetition: Repetitive vs.Novel)* 2(clue: Clued vs.None)in-subject design.The results showed that both repetition priming effect and underline cue effect existed,and further simple effect analysis showed that cue was more significant than no cue;Experiment 2 examined whether the familiarity of words(that is,the understanding of the meaning of words)and the position of priming words in the sentence affected the effect of repetitive learning,using 2(stimuli familiarity: True word(familiar)vs.pseudowords(strange))* 2(repetition: Repetitive vs.Novel)* 3(position of priming words: Beginning vs.Middle vs.End).The results showed that both repetition priming effect and cueing effect existed,and the effect of repetition learning was significantly improved when there was cue under priming words at the same time.Experiment 3 tested its effect on repetitive learning by inserting interfering sentences between sentences and target words,using 2(repetition: Repetitive vs.Novel)* 3(the number of interfere sentences: 0 sentence vs.1 sentence and vs.3 sentences).The results show that the priming effect still exists even if there are a small number of interfering sentences which are not related to the logic of the original sentence.According to the three experiments of this study,the following conclusions can be drawn: 1.The main effects of repetition in the three experiments are significant,which shows that the learning effect can be improved when learning words repeatedly in sentences.2.The cueing effect exists and has a more significant optimization effect when it interacts with repetition,probably because when both exist,the attention is mainly distributed on the priming stimulus,which makes the subjects' processing of priming words more refined and perfect.3.The priming effect exists only when both the priming and the target word are true words,and the result accords with the lexical access theory,that is,the repetition priming effect may be due to the fact that repetition makes the subjects understand the meaning of the word better.4.The spatial position effect is significant,which is reflected in the experiment that the promotion effect is the most significant when the priming stimulus is in the sentence,which may be due to the existence of the central fovea effect in the field of view.that is,the subjects are the first to pay attention to and process the middle visual information(shown as in the center of the sentence in the experiment).5.Even if there are a small number of interfere sentences that are not related to the logic of the original sentence,the priming effect still exists,which may be due to the fact that the learning effect of words in the sentence can exist for a certain period of time,and logically irrelevant sentences are not enough to interfere with the processing.Combined with the research results,this study puts forward the following suggestions for Chinese word learning: 1.Using Chinese sentences to learn two-character words can achieve good results.2.When learning words in sentences,clues such as underlining can be added under the target words to further improve the effect of repeated learning / review.3.When selecting sample sentences for Chinese teaching,teachers give priority to the sentences in which the target words are located in the sentences,which can achieve better learning results.4.To a certain extent,the improvement of learning effect by repeated learning / review is based on learners' semantic understanding of the learning content,so rote memorization should be avoided in teaching.5.The learning effect of learning words from sentences can last for a certain period of time,and a few irrelevant interfering sentences will not affect this effect,so teachers' short-term transfer to other knowledge has little effect on repetitive learning.