Xu Shuang, Wang Hailing, Li Shouxin, Ouyang Guang
Faculty of Education, University of Hong Kong, Pokfulam, Hong Kong SAR, China.
School of Psychology, Shandong Normal University, Jinan, China.
Front Psychol. 2024 Feb 7;15:1320675. doi: 10.3389/fpsyg.2024.1320675. eCollection 2024.
This study aims to examine the process of L2 novel word learning through the combination of episodic and semantic memory, and how the process differs between the formation of thematic and taxonomic relations. The major approach adopted was observing the neural effects of word learning, which is manifested in the N400 from event-related potentials (ERPs). Eighty-eight participants were recruited for the experiment. In the learning session, L2 contextual discourses related to novel words were learned by participants. In the testing session, discourses embedded with incongruous and congruous novel words in the final position were used for participants to judge the congruency which affected the N400 neural activity. The results showed that both recurrent and new-theme discourses elicited significant N400 effects, while taxonomic sentences did not. These results confirmed the formation of episodic and semantic memory during L2 new word learning, in which semantic memory was mainly supported by thematic relations.
本研究旨在通过情景记忆和语义记忆的结合来考察二语新词学习的过程，以及该过程在主题关系和分类关系形成之间的差异。所采用的主要方法是观察单词学习的神经效应，这在事件相关电位（ERP）的N400中有所体现。该实验招募了88名参与者。在学习阶段，参与者学习与新词相关的二语语境话语。在测试阶段，将在末尾位置嵌入不一致和一致新词的话语用于让参与者判断一致性，这会影响N400神经活动。结果表明，循环话语和新主题话语均引发了显著的N400效应，而分类句则没有。这些结果证实了二语新词学习过程中情景记忆和语义记忆的形成，其中语义记忆主要由主题关系支持。
