概括
在第一语言 (L1) 中,比在第二语言 (L2) 中,模拟推理更准确,更快. 教师应该为L2学习者提供更多的时间和明确的指令,以理解类比中的词语关系.
科学领域:
- 认知心理学 认知心理学
- 获得第二语言的学习.
- 语言学的语言学.
背景情况:
- 模拟推理是一个关键的认知技能.
- 了解语言因素如何影响第一 (L1) 和第二 (L2) 语言的模拟推理对于有效的学习至关重要.
- 以前的研究还没有充分探索语言熟练程度对处理类比的感知和关系相似性的影响.
研究的目的:
- 调查语言预测因素 (词频率,问题难度,创造力,类别) 对L1和L2中模拟推理的影响.
- 检查L1和L2之间如何不同处理感知和关系相似之处.
- 在类比任务中为L2学习者提供优化教育策略的见解.
主要方法:
- 100个多选题A:B::C:D类比问题在他们的L1 (日语) 和L2 (英语) 中给了日本参与者.
- 参与者对问题的难度和创造力进行了评分.
- 对于每个语言条件,记录了响应时间和准确性.
主要成果:
- 对于L1中呈现的类比问题,与L2.2相比,观察到更高的准确性和更快的响应时间.
- 语言 (L1/L2) 和问题类别之间的显著相互作用表明,在L2.2中识别感知相似性的困难更大.
- 关系处理在L1中发生自发,但在L2中需要显著的认知努力,可能是由于词汇处理需求.
结论:
- 与L1.1相比,L2处理的语言和认知需求阻碍了模拟推理.
- 感知相似性识别在L2中比L1.1更具挑战性.
- 教育干预措施应包括延长时间和明确指导,对L2学习者关系理解,以提高模拟推理技能.
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