hce_tcu
110年
英文
第 36 題
📖 題組：
【A】 Psycholinguistics is a field at the intersection of psychology and linguistics, and one of its recent discoveries is that the languages we speak influence our eye movements. For example, English speakers who hear the word “candle” often look at “candy” because the two words share the first syllable. Research with speakers of different languages revealed that bilingual speakers look not only at words that share sounds in one language, but also at words that share sounds across their two languages. When Russian-English bilinguals hear the English word “marker,” they also look at a stamp because the Russian word for a stamp is “marka.” Even more stunning, speakers of different languages differ in their patterns of eye movements when no language is used at all. In a simple visual search task in which people had to find a previously seen object among other objects, their eyes moved differently depending on the languages they knew. For example, when looking for a clock, English speakers also looked at a cloud. Spanish speakers, on the other hand, when looking for the same clock, looked at a present, because the Spanish names for clock and present—reloj and regalo—overlap at word onset. The story doesn’t end there. Not only do the words we hear activate other similar-sounding words, and not only do we look at objects whose names share sounds or letters even when no language is heard, but the translations of those names in other languages become activated as well in speakers of more than one language. For example, when Spanish-English bilinguals hear the word “duck” in English, they also look at a shovel, because the translations of duck and shovel—pato and pala, respectively—overlap in Spanish. Because of the way our brains organize and process linguistic and non-linguistic information, a single word can set off a domino effect that cascades throughout the cognitive system. And this interactivity and co-activation are not limited to spoken languages. Bilinguals of spoken and signed languages show co-activation as well. For example, bilinguals who know English and American Sign Language (ASL) look at “cheese” when they hear the English word “paper” because cheese and paper share three of the four sign components in ASL (handshape, location, and orientation, but not motion). What do findings like these tell us? Not only is the language system thoroughly interactive with a high degree of co-activation across words and concepts, but it also impacts our processing in other domains—like vision, attention, and cognitive control. As we go about our everyday lives, how our eyes move, what we look at, and what we pay attention to is influenced in direct and measurable ways by the languages we speak.
【A】 Psycholinguistics is a field at the intersection of psychology and linguistics, and one of its recent discoveries is that the languages we speak influence our eye movements. For example, English speakers who hear the word “candle” often look at “candy” because the two words share the first syllable. Research with speakers of different languages revealed that bilingual speakers look not only at words that share sounds in one language, but also at words that share sounds across their two languages. When Russian-English bilinguals hear the English word “marker,” they also look at a stamp because the Russian word for a stamp is “marka.” Even more stunning, speakers of different languages differ in their patterns of eye movements when no language is used at all. In a simple visual search task in which people had to find a previously seen object among other objects, their eyes moved differently depending on the languages they knew. For example, when looking for a clock, English speakers also looked at a cloud. Spanish speakers, on the other hand, when looking for the same clock, looked at a present, because the Spanish names for clock and present—reloj and regalo—overlap at word onset. The story doesn’t end there. Not only do the words we hear activate other similar-sounding words, and not only do we look at objects whose names share sounds or letters even when no language is heard, but the translations of those names in other languages become activated as well in speakers of more than one language. For example, when Spanish-English bilinguals hear the word “duck” in English, they also look at a shovel, because the translations of duck and shovel—pato and pala, respectively—overlap in Spanish. Because of the way our brains organize and process linguistic and non-linguistic information, a single word can set off a domino effect that cascades throughout the cognitive system. And this interactivity and co-activation are not limited to spoken languages. Bilinguals of spoken and signed languages show co-activation as well. For example, bilinguals who know English and American Sign Language (ASL) look at “cheese” when they hear the English word “paper” because cheese and paper share three of the four sign components in ASL (handshape, location, and orientation, but not motion). What do findings like these tell us? Not only is the language system thoroughly interactive with a high degree of co-activation across words and concepts, but it also impacts our processing in other domains—like vision, attention, and cognitive control. As we go about our everyday lives, how our eyes move, what we look at, and what we pay attention to is influenced in direct and measurable ways by the languages we speak.
Which of the following titles can BEST describe the passage?
- A The Language Influences What You See
- B Some Words in Different Languages Share the First Syllable
- C The Word Processing Is Complex in Bilinguals
- D Human Brains Can Process Both Spoken and Sign Languages
思路引導 VIP
請回想一下文章中提到的實驗例子：當人們在尋找「時鐘」時，為什麼不同語言的使用者會看向不同的無關物品（如雲朵或禮物）？這說明了我們大腦中的「語言知識」與我們眼球看出去的「視覺世界」之間，存在著什麼樣的關聯性？
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AI 詳解
AI 專屬家教
恭喜你精準掌握了這篇文章的核心！這道題目要求選出最能描述全文的標題，而你的選擇顯現出你具備優秀的主旨歸納能力。這篇文章的核心並不只是在討論語言學的細節，而是透過多個層次的實驗（如：同音字干擾、跨語言聯想、甚至手語的相似性），向我們展示一個驚人的事實：我們所使用的語言會深刻地影響我們的視覺注意力和感知。
語言對認知的滲透力
文章從簡單的英語單詞聯想開始，逐步擴展到雙語者的跨語言聯覺，甚至提到在完全沒有語言介入的「視覺搜尋」任務中，大腦仍會不由自主地受到語言標籤的驅動。這題的鑑別度在於學生是否能從「雙語」、「詞彙處理」等局部資訊中抽離出來，看出作者想表達的是更宏觀的**「語言與視覺處理的互動」**。選項 (B)、(C)、(D) 雖然在文中皆有提及，但都僅屬於支持論點的局部證據，唯有選項 (A) 成功捕捉了整篇研究最終想傳達的跨領域影響，是一個層次較高的主旨判斷題。