CAJ | 학술논문

以100名4-5岁中班幼儿为研究对象，采用任务分离范式考察内隐学习条件下象形文字（东巴文、甲骨文）对幼儿汉字字形记忆的影响。该篇研究包括两个实验，幼儿均通过颜色判断任务进行学习，实验1采用再认任务考察象形文字对幼儿汉字字形外显记忆的影响，实验2采用偏好判断任务考察象形文字对幼儿汉字字形内隐记忆的影响。研究发现，在内隐学习条件下，甲骨文比东巴文更能够促进汉字字形的外显记忆，象形文字可以成为幼儿汉字学习的良好辅助材料。
이100명4-5세중반유인위연구대상，채용임무분리범식고찰내은학습조건하상형문자（동파문、갑골문）대유인한자자형기억적영향。해편연구포괄량개실험，유인균통과안색판단임무진행학습，실험1채용재인임무고찰상형문자대유인한자자형외현기억적영향，실험2채용편호판단임무고찰상형문자대유인한자자형내은기억적영향。연구발현，재내은학습조건하，갑골문비동파문경능구촉진한자자형적외현기억，상형문자가이성위유인한자학습적량호보조재료。
In this study, task dissociation paradigm was adopted to explore the effect of simulative functions of Dongba pictograph and the Oracle on Chinese character orthographic learning in implicit learning. A total of 100 (4-5 years old) kindergarten children were tested in this study,50 children took part in Experiment 1 and other 50 children took part in Experiment 2 . Color judgment tasks were used in learning period. Using recognition task, Experiment 1 was to investigate the impact of learning style on the explicit memory of Chinese orthographic learning. Using preference tasks, Experiment 2 was to investigate the influence of learning style on the implicit memory of Chinese orthographic learning. Results showed that Chinese learning combined with the Oracle yielded better results than learning Chinese combined Dongba pictograph in explicit memory. Pictograph can become better auxiliary learning tool to promote young children’s Chinese character learning.