隐喻加工中宏观范畴匹配任务对微观范畴的启动效应

龚玉苗 冯茵 裴霜霜 张松松

外语教学理论与实践 ›› 2025, Vol. 197 ›› Issue (5) : 1.

外语教学理论与实践 ›› 2025, Vol. 197 ›› Issue (5) : 1.
理论研究

隐喻加工中宏观范畴匹配任务对微观范畴的启动效应

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The priming effects of the matching task of macro-categories on micro-category in metaphor processing

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摘要

本文基于语义加工任务启动范式考察隐喻加工中宏观范畴匹配任务对微观范畴的启动效应,借此进一步探讨隐喻范畴化的实现机制。实验发现,在宏观范畴匹配任务中,虽然被试没有被明确要求认定微观范畴关系,但对范畴目标词反应时的显著缩短表明它激活了微观范畴联系,同样的启动效应却并未在单纯语义联系任务中发现。结果显示,相对于单纯的语义联系任务,宏观范畴匹配任务对范畴目标词的激活说明本体和喻体之间的范畴联系取决于二者分别与其他个体产生的“语义关系”之间取得的结构性的匹配。实验进一步为隐喻性范畴化实现机制的“先匹配-后投射”模式提供了实证证据。

Abstract

Through a semantic processing task priming paradigm, this research investigates the priming effects of the matching task of macro-categories on micro-category in metaphor processing, hence taking an insight into the realization mechanism of metaphorical categorization. The result shows that in the semantic structure mapping task, even without being explicitly demanded to recognize the category relation between the topic and the vehicle, the shortened reaction time to category associated target demonstrated that the mapping task activated the category association between the topic and the vehicle, yet the same priming effect was not found in pure semantic associating task. In contrast to pure semantic associating task, the priming effect of the mapping task exerted on category target indicates that the categorization of the topic and the vehicle is based on the structural mapping between the semantic relations involving the topic and the vehicle and the corresponding objects. This study provides further empirical evidence for the first-matching-later-projecting model in metaphorical categorization.

关键词

隐喻性范畴化 / 双重范畴 / 语义启动任务 / 关系范畴

Key words

metaphorical categorization / dual category / semantic priming task / relational category

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龚玉苗 冯茵 裴霜霜 张松松. 隐喻加工中宏观范畴匹配任务对微观范畴的启动效应[J]. 外语教学理论与实践. 2025, 197(5): 1
GONG Yumiao, FENG Yin, PEI Shuangshuang & ZHANG Songsong. The priming effects of the matching task of macro-categories on micro-category in metaphor processing[J]. Foreign Language Learning Theory and Practice. 2025, 197(5): 1

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