摘要
目的了解粤语大学生粤语和普通话双语Stroop效应之独特性,为双语加工理论的完善提供中国方面的依据。方法采用PES心理实验系统(2004版)中的Stroop实验,测定广州市某综合性大学医学部25名母语为粤语的大学生用粤语和普通话完成Stroop任务的反应时间,以及从同一学校筛选的母语为普通话的大学生用普通话完成Stroop任务的反应时间,对结果进行重复测量方差分析和配对t检验。结果粤语大学生用普通话完成Stroop任务的反应时间高于粤语(F=9.734,P=0.004),配对t检验发现两者在唱色字(任务2)和唱色(任务4)上差异有统计学意义(t值分别为-3.400,-2.219,P值均<0.05)。Stroop任务主效应有统计学意义,唱字色(任务3)最长,读字(任务1)最短(F=58.378,P<0.01),两者交互效应无统计学意义(F=0.701,P=0.496)。粤语和普通话大学生普通话反应时间差异无统计学意义(F=0.442,P=0.509),Stroop任务主效应有统计学意义,任务3最长,任务1最短(F=74.971,P<0.01),被试和任务的交互效应差异无统计学意义(F=1.309,P=0.274)。粤语和普通话大学生母语反应时间差异无统计学意义(F=0.954,P=0.333),任务主效应有统计学意义(F=90.825,P<0.01),被试和任务的交互效应无统计学意义(F=1.371,P=0.258)。结论粤语大学生的粤语和普通话双语Stroop效应不同,用普通话完成Stroop任务反应时间长于粤语,但与普通话大学生用普通话完成Stroop效应反应时间差异无统计学意义。
Objective This study aimed to analyze the performance of the Cantonese-spoken university students in Cantonese-Mandarin Stroop test,and compared it with the Mandarin-spoken university students. This may give evidence to the bilingualism theory. Methods All the subjects were tested with the Stroop test of Psychology Experiments System（ 2004 edition）. The Cantonese-spoken subjects completed both Mandarin and Cantonese Stroop test,while the Mandarin-spoken subjects completed the Mandarin Stroop test. The reaction time was recorded and the result was analyzed by paired t test and GLM repeated factorial analysis. Results In Cantonese-spoken university students,the reaction time was shorter in the Cantonese Stroop test（ P = 0. 004）.Paired t tests showed that the differences between Cantonese and Mandarin were significant in task 2（ reading color-word） and task4（ naming colors）（ P〈0. 05）. There were significant differences between the tasks（ P〈0. 01）; the reaction time of task 3（ colorword test） was the longest,while task 1（ reading word） was the shortest. The interactive effect between group and task was not significant（ P = 0. 496）. There were no significant differences between two groups in the Mandarin Stroop test（ P = 0. 509）,but there were significant differences between the tasks（ P〈0. 01）. The interactive effect between group and task was not significant（ P =0. 274）. There were no significant differences between two groups when they complete the Stroop test in their mother-tongue（ P =0. 333）,but there were significant differences between the tasks（ P〈0. 01）. The interactive effect of languages and tasks was not significant（ P = 0. 258）. Conclusion In Cantonese-spoken university students,there are differences between the Stroop effects with Mandarin and Cantonese,and it takes longer time for them to complete the Stroop effects with Mandarin. Compared with Mandarin-spoken university students,there are no significant differences between their performance in the Mandarin Stroop tests.
出处
《中国学校卫生》
CAS
北大核心
2015年第4期552-555,共4页
Chinese Journal of School Health
基金
国家自然科学基金项目(81302437)
国家自然科学基金项目(81302424)
广东省自然科学基金项目(博士启动)(S2012040007544)
中山大学青年教师培育项目(13ykpy11)
关键词
大学
语言
文化交叉比较
Universities
Language
Cross-cultural comparison
