2010 8 1 1 6

Studies of Psychology and Behavior

510631

2 3 4
SOA 100ms SOA 200ms

B842.5

ry

Levelt discrete stage theo[ 1]

[9,10]

[11,12]

lemma lexeme lemma

lemma

lexeme

Spinks

Dell two-step in-

Stroop

teractive activation theory

[2]

[13]

[14]

[3~6]

[7]

[8]

2008-12-26

* 08JJOXLX269 06200524
Email: zhangjj@scnu.edu.cn

2.3

IBM E-

prime
500ms 200ms
8.7cm
5.7cm 1cm1cm

Stroop

2
2.1

J 56

32 20 12

ms 1ms

2.2

95%

SPSS12.0
2.4
No
M3SD

14

1 2

14
30

0.025746
0.025165
8.64 8.57 t
p>
0.05 28
Yes

( )

ms

790
780
770
760
750
740
730
720
1

10
8
6
4
2
0

12
%

F1 1,30 =7.76 p<

0.01 F2 1,13 =6.98 p<0.05

F1 1,30

=13.82 p<0.01 F2 1,13 =5.82 p<0.05

3.1

32 18 14

3.2

14
12
10
8
6
4
2
0

14 1 14

F1 1,31 =7.81 p<0.01 F2

0.0183 9.14

1,13 =11.43 p<0.01

0.0186 8.93 t

F1 1,31 =22.19 p<

p>

0.01 F2 1,13 =4.52 p<0.05

0.05 28
Yes
1 1

1 2

3 4

4.1

58 30 28

4.2

3.4

SOA 100ms 200ms

4.3

No 3 4

4.4

800

No 5 6

790

780

810

770

SOA

820
ms

3.3

F1 1,56 =1.27 F2 1,26 =0.83 p >0.05

SOA F1 1,56 =4.84 F2 1,26 =

4.47 p<0.05 SOA F1

1,56 =16.24 F2 1,26 =9.56 p<0.01

F1 1,58 =7.25 p <0.01 F2 1,26 =5.36 p <

SOA 100ms

0.05 SOA 100ms

p<0.05

p >0.05

SOA 200ms

p>0.05

SOA 200ms
p<0.05
F1 1,58 =6.05 F2 1,26
=4.23 p<0.05 SOA F1 1,58 =4.48
F2 1,26 =5.52 p<0.05 SOA

SOA 100ms

F1 1,58 =14.81 p<0.01 F2 1,26 =4.41

p<0.05 SOA 100ms

SOA 200ms

p>

0.05 SOA 200ms

p<0.05

p<0.05

ms

SOA

800
780
760
740
720
700
680

SOA 100ms
SOA

200ms

100

200
ms

SOA

5.1

850
800
750
100

200
SOA

4
7

2
100

SOA

200
%

SOA

900

700

950

SOA

SOA

20

15
10
5
0

100

200
SOA

SOA

60
5.2

3
5.3
No 7 8

1 2

F1 1,58 =7.73 p <0.01 F2 1,26 =4.89 p <

0.05 SOA F1 1,58 =6.01 F2 1,

26 =5.17 p<0.05 SOA

lemma lexeme lemma

lexeme

Levelt
lemma lexeme

SOA Dell

SOA

1 2

SOA 100ms

SOA 200ms

Dell

100ms

SOA 100ms
SOA 200ms

100ms

jiao1

Dell

[15]

jiao1

SOA 100ms

SOA -100ms 100ms

4 SOA

100ms
SOA 200ms

SOA
SOA 0ms
SOA 0ms 150ms

100ms

SOA 100ms

SOA 200ms

SOA 200ms

[16]

production. Psychological Review, 1986, 93: 226-234

3 Berent I, Perfetti C A. A rose is a REEZ: The two cycles mod-

el of phonology assembly in English reading. Psychological Re-

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2004 1

4 Coltheart M. Dual-routes from print to speech and dual routes

from print to meaning: some theoretical issues// Kennedy A,

Radach R, Pynte J, Heller D, Reading as a Aerceptual Process.

Oxford: Elsevier, 2000

5 Frost R. Towards a strong phonological theory of visual word

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6 Taft M, van Graan F. Lack of phonological mediation in a se-

mantic categorization task. Journal of Memory and Language,

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1998, 38 (2) : 203-224

7 , , . .
, 1985, 17 (3) : 297-304

8 Perfetti C A, Tan L H. The time course of Graphic phonologi-

cal and semantic activation in Chinese character identification.

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nition, 1998, 24: 101-108

9 Tan L H, Hoosain R, Peng D L. Role of early presemantic phono-

logical code in character identification. Journal of Experimental

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15 , .

1 Levelt W J M. Models of word production. Trends in Cognitive

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, 2005, 10

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42

42

THE RELATIONSHIP OF ACADEMIC ACHIEVEMENT, CREATIVITY AND

ABILITIES OF CONSTRUCTING INTERDISCIPLINARY CONCEPT MAPS
Zhang Chunjun, Chen Yinghe
(Institute of Developmental Psychology, Beijing Normal University, Beijing

100875)

Abstract
In order to explore the conditions of interdisciplinary knowledge integration from the perspectives of
knowledge bases and creative thinking, the research chose 125 eleventh graders as the participants and used the
method of correlation research examining the relationship of academic achievement, creativity and interdisciplinary
concept maps. The results found that: ( a) academic achievement was positively correlated with the abilities of
interdisciplinary concept maps; the high achievers had better performance on propositions, cross-links and total
scores of interdisciplinary than the lower achievers;

and the medium achievers had better performance on

propositions and total scores of that than the low achievers; ( b) creativity was positively correlated with the
abilities of interdisciplinary concept maps; the fluency and originality were positively correlated with the all
indices of interdisciplinary concept maps; the flexibility was positively correlated with the propositions, cross-links,
examples and total scores; ( c) academic achievement and creativity could moderately predict the member
distribution of different groups of the abilities of interdisciplinary concept maps. Those suggested that academic
achievement and creativity were foundations of interdisciplinary knowledge integration.
Key words academic achievement, creativity, interdisciplinary concept maps, interdisciplinary knowledge integration.
6

THE AUTOMATIC ACTIVATION OF PHONOLOGY AND ORTHOGRPHY IN

SEMANTIC PROCESSING OF ACT PICTURES
Zhang Jijia, Lu Aitao
(Center for Studies of Psychological Application, South China Normal University, Guangzhou

510631)

Abtract
Using the paradigm of word -picture congruent judging, this paper explored the automatic activation of
phonology and orthography and their time courses in the semantic processing of act pictures. Experiment 1 and 2
showed that the automatic activation of phonology and orthography existed in the semantic processing of act pictures. As for the time course, experiment 3 and 4 revealed that when SOA=100ms, the promote effect was found
in homophonic condition, but such phenomenon was not found in the orthography-similar condition. When SOA=
200ms, the interference effects were found in both homophonic and orthography-similar conditions. In conclusion,
the activation of phonology was earlier than that of orthography in the semantic processing of act pictures.
Key words act pictures, semantic processing, phonology, orthography, activation.