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Alternative TitleThe lexical metaphorical meaning learning in contextual learning
刘文娟; 杨玉芳
Conference Name第二十一届全国心理学学术会议
Source Publication摘要集-第二十一届全国心理学学术会议
Conference Date10.30-11.2
Conference Place北京


Other Abstract

Abstract: Lexical meaning contains literal meaning and non-literal meaning, and the metaphorical meaning is an important part of non-literal meaning. Previous lexical meaning learning studies mainly focus on the literal meaning. Little is known about the metaphorical meaning learning. The current study adopted the contextual learning paradigm, which was widely used in literal meaning studies, to explore whether participants were able to get the metaphorical meaning of the novel word. Two experiments were designed to explore the first question. In Experiment 1, the novel words were embedded in two types of learning contexts: one supported the metaphorical meaning (metaphorical meaning learning condition: ML condition), and the other supported the literal meaning (literal meaning learning condition: LL condition). The learning effect was assessed via a lexical decision task with event-related potentials (ERPs) being recorded. In this task, the novel words served as primes, the literal corresponding concepts of the novel words (CC targets), the topic words (TO targets) and unrelated words (NR targets) served as target words. The results showed that there were no difference between the N400s elicited by the TO targets and NR targets, indicating that participants could not construct the relation between the novel words and topic words. We thought that the task might affect the demand for cognitive effort. In Experiment 2, a semantic-relatedness judgment task was adopted to explore the novel words’ metaphorical meaning learning. The results found that the TO targets elicited smaller N400 than the NR targets. The novel words could prime the topic words, indicating that learners could get the metaphorical meaning of newly learned words. In a word, the results of two experiments indicated that participants could get the metaphorical meaning of novel words, and the detection of the learning effect was affected by the task settings. The metaphorical meaning learning was more demanding than literal meaning learning.

Keyword词汇意义学习 词汇意义学习 语境学习 脑电
Document Type会议论文
Recommended Citation
GB/T 7714
刘文娟,杨玉芳. 语境学习中词汇隐喻意义的学习[C],2018:889-890.
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