作　　者： ; ; ; (焦杰）;

机构地区： 江苏师范大学

出　　处： 《黔南民族师范学院学报》 2014年第3期50-55,共6页

摘　　要： 以100名4-5岁中班幼儿为研究对象,采用任务分离范式考察外显学习条件下东巴文和甲骨文对汉字字形记忆的影响。研究包括两个实验,幼儿均在有意教学条件下进行学习,实验一通过再认任务考察象形文字对汉字字形外显记忆的影响,实验二采用偏好判断任务考察象形文字对汉字字形内隐记忆的影响。结果表明,在外显学习条件下,东巴文与甲骨文对幼儿汉字字形记忆的促进作用是相当的。象形文字能够促进幼儿汉字字形的记忆,借助象形文字促进幼儿的汉字字形学习,符合幼儿汉字学习的"外部语言符号-汉字表象思维-内部心理语言-外部口语表达"的加工机制。 Task dissociation paradigm was adopted to explore the effect of simulative functions of Dongba pictograph and the Oracle on Chinese character orthographic learning in explicit learning. A total of 100 （4 -5 years old） kindergarten children were tested in this study, 50 children took part in Experiment 1 and other 50 children took part in Experiment 2. Teaching task was used in learning period. Results showed that the effect of Chinese learning combined with the Oracle yielded better results and was similar to the effect of Chinese learning combined Dongba pictograph in explicit memory. Pictograph can become better auxiliary learning tool to promote young children＇ s Chinese character learning. Pictograph＇ s promoting effect was different under the different learning style.

关 键 词： 东巴文 甲骨文 外显学习 外显记忆 内隐记忆

领　　域： [文化科学] [文化科学]