中文摘要：

采用眼动方法，通过两个实验考察了汉语双字词超音段信息在语义激活中的作用。结果显示：（1）汉语双字词语义激活过程中，分别改变首字声调和尾字声调对语义激活起到抑制作用，首字声调改变时的抑制作用更大。结果支持了Cohort模型。（2）语义相关词的注视次数多于其控制词，且注视时间长于其控制词。（3）汉语声调的加工过程与声韵母一样，独立作用于语义激活过程。

英文摘要：

Chinese is a tone language ; the semantic information of Chinese is attached with segmental information （vowel, consonant） and also supra-segmental information （tone）. Although we have known the effect of the phonological information, what is not clear to us is the specific relationship between the two. We used the eye tracking method, and conducted two experiments to examine the effect of the Chinese hisygtable supra-segmental information on semantic activation. Experiment 1 investigated the effect of Chinese bjsyllable tone information on semantic activation. The task for the participants was to choose one word, which is related in meaning to the word they heard. There were four Chinese bisyllable words on the screen, the four words were in the four corners, one of them was related in meaning with the announced word, one of them was changed its tone of both the initial character and the wast character, the rest of the two words were the same as the afore - mentioned words except that their frequency was controlled, the announced words and the screen words were presented at the same time. The eye tracking data showed that the tone - changed word had more fixations and gaze time than its controlled words. It means that the tone really affects semantic activation. But it is still unknown in terms of which effect is greater. We designed Experiment 2 to investigate this problem. In Experiment 2, the tone - changed word had two levels ： level one only changed the tone of the initial character, and level two only changed the tone of the last character. We found that the effect of the tone of initial character was greater than that of the last character. The results showed that the initial tone had a more important effect than the last tone on semantic activation. In the two experiments, we did not find the word frequency effect. Word frequency effect can make learners react to the high frequency word with a shorter time, and the low frequency word can make the reaction time longer. We believe that the facto