中文摘要：

采用语义启动数字匹配任务及其变式，探讨在中文背景下“和效应”和语义系统的类比一致性及其产生机制。结果发现，中国学生对“和”目标数字的反应时显著长于对中性目标数字，表明“和效应”是人类的一种强烈的认知倾向；人类通过类比映射方式整合数学知识和语义知识；影响语义加工的因素同样影响数学认知。研究还发现，被试对中性目标数字的抑制难度受语义匹配任务性质的影响，在完成类别不一致的探测词匹配任务时，拒绝中性目标数字的反应时显著长，“和效应”消失，表明“和效应”不仅源自于对“和”目标数字的激活，也源自于对中性目标数字的抑制。

英文摘要：

Recently, more and more researchers are interested in the relation between arithmetical cognition system and other cognitive function systems, especially the relation between arithmetical cognition system and the semantic concept system. A study done by Bassok, Pedigo, ＆ Oskarsson （2008） showed that proper semantic context facilitated the processing of arithmetical cognition, whereas improper semantic context blocked the processing of arithmetical cognition. This result implied that people had the strong inclination to integrate the arithmetical knowledge with semantic knowledge. They believed that the integration was processed through the analogical mapping mechanism. This study aimed to further investigate the following questions based on Bassok et al. （2008）： 1） mathematical cognition is affected by cultural cognitive activities （Tang, Zhang, Chen, Feng, Ji, Shen, Reiman, ＆ Liu, 2006）. However, whether the integration processing mode of arithmetical knowledge and semantic knowledge was cultural universal？ 2） Whether the cognitive mechanism which integrated arithmetical knowledge and semantic knowledge was analogical mapping mechanism, or whether it was the necessary condition of analogical mapping mechanism？ 3） Whether the factors which influenced semantic processing could influence the arithmetical cognition processing？ Four experiments were eng＇aged in the present study by using the revised version of semantic priming number matching task （Experiment 1 and 2） and the original semantic priming number matching task used by Bassok et al. （Experiment 3 and 4）, in which the addition operation and categorical semantic relation were taken as objects, and the sum effect was taken as index. The findings were mainly consistent with the study of Bassok et al. （2008）. It suggested that the integrating process of the two kinds of knowledge is cultural universal. In addition, the categorical concept as well as the symmetry of the addition operation and categorical relation coul