ISSN 0439-755X
CN 11-1911/B

心理学报 ›› 2021, Vol. 53 ›› Issue (10): 1059-1070.doi: 10.3724/SP.J.1041.2021.01059

• 研究报告 •    下一篇


邢强(), 吴潇, 王家慰, 张忠炉   

  1. 广州大学心理学系, 广州 510006
  • 收稿日期:2020-06-25 出版日期:2021-10-25 发布日期:2021-08-23
  • 通讯作者: 邢强
  • 基金资助:

The influence of the matching of modality presentation mode and perceptual learning style on the bidialectal switching cost of Cantonese-Mandarin

XING Qiang(), WU Xiao, WANG Jiawei, ZHANG Zhonglu   

  1. Department of Psychology, Guangzhou University, Guangzhou 510006, China
  • Received:2020-06-25 Online:2021-10-25 Published:2021-08-23
  • Contact: XING Qiang


选取不同感知学习风格的熟练粤-普双言者被试, 比较在不同通道呈现方式下他们刺激命名任务的表现, 由此考察感知学习风格与通道呈现方式的匹配性对熟练双言者双言切换代价的影响。结果发现, 被试在视觉线索呈现条件下要比在听觉线索条件下的切换代价小; 当感知学习风格与通道呈现方式匹配时, 双言切换代价更低。表明感知学习风格与通道呈现方式的匹配性对于双言切换代价有调节作用。

关键词: 双言, 切换代价, 通道呈现方式, 感知学习风格


Bidialectal means that two language varieties have different spoken forms but a mutual written language, and bidialectal switching cost refers to the processing of a mixed-language series in language switching compared to the processing of a single-language series. It often appears as a phenomenon in which a speaker’s reaction becomes longer and the error rate increases. With the enrichment of experimental materials and the improvement of experimental methods, researchers have found that stimulus modality and perceptual learning style have an important impact on the cost of bidialectal switching, but the existing works have not yet discussed whether the relationship between these two factors has an influence as well. Therefore, this study explores the influence of the matching between the perceptual learning style of skilled Cantonese-Mandarin speakers and the stimulus modality on the cost of bidialectal switching. Three experiments were used to identify the best stimulus presentation that matches an individual’s perceived learning style.
Experiment 1 adopted a three-factor (modality presentation mode, language, and task) within-subject design to study the influence of different stimulus modalities on bidialectal switching cost. Then, Experiment 2 used a four-factor (perception learning style, modality presentation mode, language, task) mixed experiment design to study the impact of bidialectal switching cost from the perspective of the matching between the perceived learning style and the stimulus modality. Experiment 3 used a single factor design to study the effect of learning under the optimal presentation paradigm on the cost of bidialectal switching by setting up a control group. Both Experiment 2 and Experiment 3 screened visual learners and auditory learners through The Learning Channel Preference Checklist.
The results showed the following: (1) Skilled Cantonese-Mandarin bidialectal speakers experienced a switching cost under the different stimulus modality conditions, with the participants who were given visual cues demonstrating a lower switching cost than those given auditory cues. It should be noted that these results were quite different from previous studies, which showed a higher switching cost with visual cues compared to auditory cues. (2) There was an interaction between the perceptual learning style and the stimulus modality. Under the matching condition, the bidialectal switching cost was lower than in the non-matching condition, and under the visual-visual condition, the switching cost was the lowest. (3) The switching cost was smaller under matching conditions compared to random presentation conditions; that is, the presentation mode that matched the perception learning style with the channel presentation mode was the best stimulus presentation mode.
Based on the above results, it can be concluded that the channel can affects the cost of bidialectal switching—namely, when the modality presentation mode matches the perceptual learning style of a bidialectal speaker—the bidialectal switching cost is smaller. With the popularization of Mandarin, an increasing number of people in China’s dialect areas have become bidialectal speakers. The results of this study will be helpful in providing theoretical support to improve teaching activities in dialect areas.

Key words: bidialectal, switching cost, modality presentation mode, perception learning style