中文顏色詞彙處理機制：心理語言學的實證

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題名	中文顏色詞彙處理機制：心理語言學的實證 The Lexical process of color terms in Chinese: Evidence from Psycholinguistics
作者	蕭裕台
貢獻者	萬依萍 I-Ping Wan 蕭裕台
關鍵詞	詞彙處理模型史楚普效應音韻近似度語誤語言規劃單位 Lexical model Stroop effect Phonological similarity Speech errors Advanced planning unit
日期	2011
上傳時間	17-Apr-2012 09:05:33 (UTC+8)
摘要	長久以來，序列式詞彙處理模式以及互動式詞彙處理模式經常爭論孰為合理的語誤生成模型。這份研究企圖利用心理學實證角度探究此議題。原屬於心理學範疇的史楚普技術(1935)或可提供語言學多方面的視角，尤其在我們處理顏色詞彙時詞彙譯碼歷程上與視覺表徵之間的關係。因此我們試圖將此經典心理學技術轉化成宜於語言學研究的語誤誘發實驗。藉由控制變項間的語音近似度，創制了四項實驗，分別是：顏色唸名實驗、顏色誦讀實驗、史楚普唸名實驗、同音詞唸名實驗。結果顯示，即便受試者對語音近似度並未在單項實驗中產生語誤數量與反應時間的差異，但它在不同實驗任務之間卻誘使受試者產生不一樣的反應結果，包括數量上及時間上的顯著差異。此外，我們針對語誤，分析其與目標字之間的關係，研判部分音韻效應是否對詞彙處理網絡造成顯著影響。結果顯示，史楚普效應、音韻結構、音法限制以及聲調效應在語誤數量中均出現顯著的生成量；音節首、韻部以及母音則並未出現顯著效應。史楚普技術除了在語誤證據中為文字閱讀提供自動化效應的解釋外，也讓我們看到音韻效應在不同視覺任務指派中產生顯著差異的結果。如此看來，互動式模型提供了較為簡潔的解釋。來自二元視覺刺激(視覺色彩與顏色詞)的詞彙競爭，該框架可以合理提供理論基礎，並解釋不同視覺任務之間音韻關係依存度的不同。另一方面，我們亦援引同樣技術設計出以音韻單位為導向的唸名實驗，討論語言輸出前規劃單位之議題。我們發現，僅含聲調的音節以及無聲調的音節可在詞彙網絡中做為語言規劃之心理處理單位，促進詞彙處理效能。其他單位如音節首、介音、母音、韻尾、聲調則無法出現顯著效應。同時亦於實驗中發現，中文聲調於規劃階段時，應是屬於詞彙結構上的聲調，而非純粹的聲韻調。 Serial-ordering model and interactive processing model have long been discussed as whether people process languages in a sequential level of processing or the consequence of levels interacting altogether by looking at speech errors. Stroop technique (1935) in psychology could give linguistics some insights on the relation between lexical encoding and visual representation when people process colors. We tried to adapt this classical psychological experiment for an experiment of speech error elicitation. By means of controlling the phonological similarity, we created four experiments: color naming, color reading, Stroop naming, and homophonous naming tasks. The result first showed that even though phonological similarity did not induce significant difference in error amount and response time within single task, it still caused significant difference in these results among these tasks. Second, after analyzing the linguistic relation between targets and speech errors, we found that Stroop effect, syllable structure, phonotactic regularity, and tone induced apparent effects in error generation, while initial, rhyme, and vowel did not. Stroop effect not only provided the evidence from speech errors where character representation was an autonomous mechanism in lexical process, but also provided a fact that phonological effect would impacted differently on amount of error according to the type of visual task. It seems that interactive account could help explain the result easily, as the competition from dual visual inputs could be given a theoretical basis to account for the phonological dependency according to certain visual task which subjects were assigned to. Finally, we also discussed the issue of advanced planning unit in lexical process. In the shared unit task with Stroop technique, we found that only the units of tonal syllable and bare syllable could serve as possible planning units in lexical network, and tone in Chinese should be attributed to a type of lexical tone in planning, rather than a pure phonological tone. To sum up, the purpose of the study attempts to provide empirical evidence to examine the above issues.
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Lexical Access in Aphasic and Nonaphasic Speakers. Psychological Review, 104 (4), 801-838. Dell, G. S., Lawler, E. N., Harris, H. D., & Gordon, J. K. (2004). Models of errors of omission in aphasic naming. Cognitive Neuropsychology, 21, 125–145. Fay, D. & Cutler, A. (1977). The Phonology of Standard Chinese. Oxford University Press. Forster, K. I. (1976). Accessing the mental lexicon. In F. J. Wales & E. Walker (Eds.) New Approaches to language mechanisms (pp.257-287). Amsterdam: North-Holland. Fromkin, V. (1971). The nonanomalous nature of anomalous utterances. Linguistics 4, 47-68. Fromkin (1973). Speech errors as linguistic evidence. The Hauge: Mouton. Fromkin, V. & Ratner, N. B. (1998). Speech production. In J. B. Gleason & N. B. Ratner (Eds.), Psycholinguistics (pp. 309-346). California: Wadsworth. Garrett, M. F. (1980). Levels of processing in sentence production. In B. Butterworth (Ed.), Speech production (Vol. 1). New York: Academic Press. Garrett, M. F. (1988). 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Lexical Access in Speech Production. UK: Blackwell Publisher. Levelt, W. J. M. (1993). Accessing Words in Speech Production: Stages, Processes and Representations. Lexical Access in Speech Production, 1-22. Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1–75. Levitt, A.G. & Healy, A.F. (1985). The roles of phonese frequency, similarity, and availability in the experimental elicitation of speech errors. Journal of Memory and Language 24, 717-733. Luce, P. A., & Pisoni, D. B. (1998). Recognizing spoken words: the Neighborhood Activation Model. Ear and Hearing, 1–36. Mackay, D. G. (1970). Spoonerisms: The structure of errors in the serial order of speech. Neuropsychologia 8, 323-350. Mackay, D. G. (1972). The structure of wrds and syllables: Evidence from errors in speech. Cognitive Psychology, 3, 210-227. Maddieson, Ian (1986). The size and structural of phonological inventories: analysis of UPSID. In Ohala, John & Jeri Jaeger (eds), Experimental Phonology. Academic Press. Martin, N., Gagnon, D. A., Schwartz, M. F., Dell, G. S. & Saffran, E. M. (1996). Phonological facilitation of semantic errors in normal and aphasic speakers. Language and Cognitive Processes 11 (3), 257-282. Martin, N., & Ayala, J. (2004). Measurements of auditoryverbal STM in aphasia: effects of task, item and word processing impairment. Brain and Language, 8, 464–483. McClelland & Rumelhart (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review 88 (5), 375-407. Meringer, R. & Mayer, K. (1895). Versprechen und Verlesen: eine psychologisch-linguistische Studie. Stuttgart: Goschense Verlagsbuchhandlung. Meyer, A. S. (1990). The time course of phonological encoding in language production: The encoding of successive syllables of a word. 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描述	碩士國立政治大學語言學研究所 97555009 100
資料來源	http://thesis.lib.nccu.edu.tw/record/#G0097555009
資料類型	thesis

dc.contributor.advisor	萬依萍	zh_TW
dc.contributor.advisor	I-Ping Wan	en_US
dc.contributor.author (Authors)	蕭裕台	zh_TW
dc.creator (作者)	蕭裕台	zh_TW
dc.date (日期)	2011	en_US
dc.date.accessioned	17-Apr-2012 09:05:33 (UTC+8)	-
dc.date.available	17-Apr-2012 09:05:33 (UTC+8)	-
dc.date.issued (上傳時間)	17-Apr-2012 09:05:33 (UTC+8)	-
dc.identifier (Other Identifiers)	G0097555009	en_US
dc.identifier.uri (URI)	http://nccur.lib.nccu.edu.tw/handle/140.119/52705	-
dc.description (描述)	碩士	zh_TW
dc.description (描述)	國立政治大學	zh_TW
dc.description (描述)	語言學研究所	zh_TW
dc.description (描述)	97555009	zh_TW
dc.description (描述)	100	zh_TW
dc.description.abstract (摘要)	長久以來，序列式詞彙處理模式以及互動式詞彙處理模式經常爭論孰為合理的語誤生成模型。這份研究企圖利用心理學實證角度探究此議題。原屬於心理學範疇的史楚普技術(1935)或可提供語言學多方面的視角，尤其在我們處理顏色詞彙時詞彙譯碼歷程上與視覺表徵之間的關係。因此我們試圖將此經典心理學技術轉化成宜於語言學研究的語誤誘發實驗。藉由控制變項間的語音近似度，創制了四項實驗，分別是：顏色唸名實驗、顏色誦讀實驗、史楚普唸名實驗、同音詞唸名實驗。結果顯示，即便受試者對語音近似度並未在單項實驗中產生語誤數量與反應時間的差異，但它在不同實驗任務之間卻誘使受試者產生不一樣的反應結果，包括數量上及時間上的顯著差異。此外，我們針對語誤，分析其與目標字之間的關係，研判部分音韻效應是否對詞彙處理網絡造成顯著影響。結果顯示，史楚普效應、音韻結構、音法限制以及聲調效應在語誤數量中均出現顯著的生成量；音節首、韻部以及母音則並未出現顯著效應。史楚普技術除了在語誤證據中為文字閱讀提供自動化效應的解釋外，也讓我們看到音韻效應在不同視覺任務指派中產生顯著差異的結果。如此看來，互動式模型提供了較為簡潔的解釋。來自二元視覺刺激(視覺色彩與顏色詞)的詞彙競爭，該框架可以合理提供理論基礎，並解釋不同視覺任務之間音韻關係依存度的不同。另一方面，我們亦援引同樣技術設計出以音韻單位為導向的唸名實驗，討論語言輸出前規劃單位之議題。我們發現，僅含聲調的音節以及無聲調的音節可在詞彙網絡中做為語言規劃之心理處理單位，促進詞彙處理效能。其他單位如音節首、介音、母音、韻尾、聲調則無法出現顯著效應。同時亦於實驗中發現，中文聲調於規劃階段時，應是屬於詞彙結構上的聲調，而非純粹的聲韻調。	zh_TW
dc.description.abstract (摘要)	Serial-ordering model and interactive processing model have long been discussed as whether people process languages in a sequential level of processing or the consequence of levels interacting altogether by looking at speech errors. Stroop technique (1935) in psychology could give linguistics some insights on the relation between lexical encoding and visual representation when people process colors. We tried to adapt this classical psychological experiment for an experiment of speech error elicitation. By means of controlling the phonological similarity, we created four experiments: color naming, color reading, Stroop naming, and homophonous naming tasks. The result first showed that even though phonological similarity did not induce significant difference in error amount and response time within single task, it still caused significant difference in these results among these tasks. Second, after analyzing the linguistic relation between targets and speech errors, we found that Stroop effect, syllable structure, phonotactic regularity, and tone induced apparent effects in error generation, while initial, rhyme, and vowel did not. Stroop effect not only provided the evidence from speech errors where character representation was an autonomous mechanism in lexical process, but also provided a fact that phonological effect would impacted differently on amount of error according to the type of visual task. It seems that interactive account could help explain the result easily, as the competition from dual visual inputs could be given a theoretical basis to account for the phonological dependency according to certain visual task which subjects were assigned to. Finally, we also discussed the issue of advanced planning unit in lexical process. In the shared unit task with Stroop technique, we found that only the units of tonal syllable and bare syllable could serve as possible planning units in lexical network, and tone in Chinese should be attributed to a type of lexical tone in planning, rather than a pure phonological tone. To sum up, the purpose of the study attempts to provide empirical evidence to examine the above issues.	en_US
dc.description.tableofcontents	Acknowledges……………………………………………………iv VITA………………………………………………………………viii Table of Contents ……………………………………………x List of Tables ………………………………………………xii List of Figures …………………………………… ………xiv Chinese Abstract ……………………………………………xv English Abstract ……………………………………………xvi CHAPTER 1 INTRODUCTION …………………………………1 CHAPTER 2 LITERATURE REVIEW…………………………5 2.1. Models of Speech Production ……………………5 2.1.1. Utterance Generator Model of Speech Production …5 2.1.2. Levelt’s Lexical Model ………………………9 2.1.3. Interactive Activation Model ………………11 2.1.4. Connectionist Model………………………………14 2.2. Linguistic Effects in previous studies ……17 2.2.1. Initialness Effect…………………………… …17 2.2.2. Rhyme Effect ………………………………………18 2.2.3. Phonological Similarity Effect…………… 19 2.2.4. Syllable Structure Effect ……………………20 2.2.5. Tone Effect …………………………………………21 2.2.6. Phonotactic Regularity Effect……………… 22 2.2.7. Stroop Effect ………………………………………23 2.3. The Planning Unit in Sound Production………24 2.4. Literature Summary and Research Hypothesis …25 CHAPTER 3 METHODOLOGY…………………………………… 28 3.1. General Methods of Task 1 ~ 4 …………………29 3.1.1. Subjects ………………………………………………29 3.1.2. Colors and Phonological Similarity ………31 3.1.3. Test Items ……………………………………………44 3.1.3.1. Task 1: Color Naming Test……………………45 3.1.3.2. Task 2: Color Reading Test…………………47 3.1.3.3. Task 3: Stroop Naming Test…………………48 3.1.3.4. Task 4: Homophonous Naming Task …………50 3.1.4. General Procedure and Data Analysis for Task 1~4 …53 3.2. Task 5: Shared Units Naming Task ………………55 3.2.1. Shared Unit: Onset ……………………………… 55 3.2.2. Shared Unit: Vowel ………………………………58 3.2.3. Shared Unit: Rhyme …………………………………60 3.2.4. Shared Unit: Bare Syllable ……………………62 3.2.5. Shared Unit: Bare Tone …………………………64 3.2.6. Shared Unit: Tonal Syllable …………………67 3.2.7. General Procedure of Shared Unit Naming Task …69 CHAPTER 4 RESULTS AND DISCUSSIONS……………………71 4.1. The Structure of Speech error and Reaction Time: Task 1~4 ……………………………………………………………………71 4.2. Phonological Effect on Lexical Encoding ……83 4.2.1 Within Task………………………………………………83 4.2.2 Between Tasks……………………………………………84 4.2.3 Generation of Speech Errors and RT in Stroop’s Tasks…………………………………………………………………87 4.3. Linguistic Effects and Speech Errors: Test1~4 …88 4.3.1. Initialness Effect …………………………………91 4.3.2. Rhyme Effect ………………………………………… 92 4.3.3. Tone Effect ……………………………………………93 4.3.4. Syllable Structure Effect ………………………94 4.3.5. Phonotactic Regularity Effect …………………96 4.3.6. Stroop Effect …………………………………………96 4.4. The Structure of Speech error and Reaction Time: Task 5 ………………………………………………………………………98 4.5. Summary: Reflections on Lexical Process Models …105 CHAPTER 5 CONCLUSION ………………………………………108 References…………………………………………………………110 Appendix 1: Stimuli Design…………………………………117 Appendix 2: Overview of Results…………………………123	zh_TW
dc.language.iso	en_US	-
dc.source.uri (資料來源)	http://thesis.lib.nccu.edu.tw/record/#G0097555009	en_US
dc.subject (關鍵詞)	詞彙處理模型	zh_TW
dc.subject (關鍵詞)	史楚普效應	zh_TW
dc.subject (關鍵詞)	音韻近似度	zh_TW
dc.subject (關鍵詞)	語誤	zh_TW
dc.subject (關鍵詞)	語言規劃單位	zh_TW
dc.subject (關鍵詞)	Lexical model	en_US
dc.subject (關鍵詞)	Stroop effect	en_US
dc.subject (關鍵詞)	Phonological similarity	en_US
dc.subject (關鍵詞)	Speech errors	en_US
dc.subject (關鍵詞)	Advanced planning unit	en_US
dc.title (題名)	中文顏色詞彙處理機制：心理語言學的實證	zh_TW
dc.title (題名)	The Lexical process of color terms in Chinese: Evidence from Psycholinguistics	en_US
dc.type (資料類型)	thesis	en
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