ISSN 0439-755X
CN 11-1911/B

中国科学院心理研究所

• •

### 不同熟练类型双语者情绪Stroop中的自动化情绪通达

1.  (新疆师范大学教育科学学院心理系; 新疆师范大学心智发展与学习科学重点实验室, 乌鲁木齐 830017)
• 收稿日期:2017-02-22 出版日期:2017-09-25 发布日期:2017-07-14
• 通讯作者: 闻素霞, E-mail: wsx@xjnu.edu.cn; 刘毅, E-mail: nyliuyi@sina.com E-mail:E-mail: wsx@xjnu.edu.cn; E-mail: nyliuyi@sina.com
• 基金资助:
国家自然科学基金地区项目(71563054)、新疆师范大学博士研究生科技创新项目(XJ107621505)、新疆师范大学自治区文科基地“新疆教师教育研究中心”、新疆师范大学心理学校级重点学科和国家社科基金重点项目(14AZD11)资助。

### Automatic emotional access in emotional stroop of different proficient type of bilinguals

JIAO Jiangli; LIU Yi; WEN Suxia

1.  (The Department of Psychology, Xinjiang Normal University; The Key Laboratory of Mental Development and Learning Science, Xinjiang Normal University, Urumqi 830017, China)
• Received:2017-02-22 Online:2017-09-25 Published:2017-07-14
• Contact: WEN Suxia, E-mail: wsx@xjnu.edu.cn; LIU Yi, E-mail: nyliuyi@sina.com E-mail:E-mail: wsx@xjnu.edu.cn; E-mail: nyliuyi@sina.com
• Supported by:

Abstract:  In the domain of second language acquisition, one of the key questions relates to the representation of emotions in different languages of the bilingual’s. Although it has been proposed that the first language (L1) contains more richly interconnected semantic associations than the second language (L2), the emotional representation difference between L1 and L2 has been debated. Because the proficiency of L2 may influence the bilingual’s emotion automatic access, we thus investigated the emotional access in different proficiency type of bilinguals in this regard. According to their proficiency levels of L2, three types of bilinguals were selected in our study. That is, comprehensive proficient bilinguals, reading-proficient bilinguals, and listening and spoken-proficient bilinguals. Comprehensive proficient bilinguals are proficient in L2 input and output. Reading-proficient bilinguals are able to read and write in L2 without being able to listen and speak it, whereas listening and spoken-proficient bilinguals are the opposite. The present study investigated the modulation effect of bilingual’s types on the emotional access in L1 and L2 through the Emotional Stroop paradigm. The experiment was a 3-factor mixed design with 2 (Languages: L1 vs. L2) × 3 (Type of bilinguals: Comprehensive proficient bilinguals vs. Reading-proficient bilinguals vs. Listening and Spoken-proficient bilinguals) × 3 (Emotional valence: Positive vs. Negative vs. Neutral). The stimulus were delivered using E-prime software, which also automatically recorded reaction times and error rates. The results of reaction times showed that: (1) For Comprehensive proficient bilinguals: under the condition of L1, there was significant difference between positive and neutral words (F(1, 19) = 4.75, p < 0.05, ηp2 = 0.81), also negative and neutral words (F(1, 19) = 4.80, p < 0.05, ηp2 = 0.81). Under the condition of L2, there was significant difference between positive and neutral words (F(1, 19) = 6.98, p < 0.001, ηp2 = 0.69), also negative and neutral words (F(1, 19) = 6.65, p < 0.05, ηp2 = 0.68). That is, comprehensive proficient bilinguals showed Emotional Stroop effect under the condition of L1 and L2. (2) For Reading-proficient bilinguals: Under the condition of L1, there was significant difference between positive and neutral words (F(1, 19) = 5.96, p < 0.001, ηp2 = 0.73), also negative and neutral words (F(19) = 6.60, p < 0.001, ηp2 = 0.74). Under the condition of L2, there was significant difference between positive and neutral words (F(1, 19) = 5.56, p < 0.05, ηp2 = 0.86), also negative and neutral words (F(1, 19) = 3.86, p < 0.05, ηp2 = 0.85). That is, Reading-proficient bilinguals also showed Emotional Stroop effect under the condition of L1 and L2. (3) For Listening and Spoken-proficient bilinguals: Under the condition of L1, there was significant difference between positive and neutral words (F(1, 19) = 5.33, p < 0.001, ηp2 = 0.86), also negative and neutral words (F(1, 19) = 4.92, p < 0.05, ηp2 = 0.85). Under the condition of L2 there were no significant difference between these three type of words. That is, Listening and spoken-proficient bilinguals showed Emotional Stroop effect only under the condition of L1 but not L2.There were no significant differences in error rates. In summary, the results suggested that Comprehensive proficient bilinguals and Reading-proficient bilinguals had automatic emotional access in L1 and L2, and Listening and Spoken-proficient bilinguals have weaker emotional access in L1 but not in L2.