语言体验中的个人差异对词汇压力提示权重的影响:本地和非本地听众
Annie C Gilbert1, Claire T Honda1, Louis Friedland-Yust1
1School of Communication Sciences and Disorders, McGill University, 2001 McGill College Avenue, 8(th) floor, Montreal H3A 1G1, Canada; Centre for Research on Brain, Language, and Music, 2001 McGill College Avenue, 6(th) floor, Montreal H3A 1G1, Canada.
Brain and language
|November 30, 2025
概括
第二种语言的学习是复杂的. 双语者语言体验会影响他们如何权衡声学线索,如F0和词汇压力感知持续时间,但并不总是大脑反应.
科学领域:
- 心理语言学 心理语言学
- 获得第二语言的学习.
- 语音学 语音学 语音学
背景情况:
- 由于不同的语言结构,学习第二语言是具有挑战性的.
- 法语听众处理词汇压力的能力,特别是提示权重 (F0,持续时间) 被争论.
研究的目的:
- 研究语言体验中的个体差异如何影响英法双语人士的词汇压力感知线索权重.
- 检查F0和持续时间线索对压力感知的影响及其与语言体验的关系.
主要方法:
- 对42名英法双语人士进行了两项实验.
- 实验1使用行为任务来评估提示权重.
- 实验2使用事件相关潜能 (ERP) 来测量神经反应.
主要成果:
- 行为数据显示,语言经验预测了F0和持续时间线索的权重.
- 与事件相关的潜能没有显示出基于语言经验的类似预测.
- 语言体验中的个体差异会影响行为暗示权重,但不会影响神经对压力暗示的处理.
结论:
- 普罗索迪学习涉及获取特定语言对声学线索的权重.
- 非语言特定的声学线索 (F0,持续时间) 在第二语言的学习过程中进行了调整.
- 行为和神经测量可能反映出prosodic学习的不同方面.
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