中文摘要：

采用任务分离范式考察汉字学习的三种方式—只学习汉字、结合图画学习汉字、结合东巴文学习汉字对幼儿汉字字形记忆的影响。实验1采用再认任务考察学习方式对汉字字形外显记忆的影响,分为学习、干扰、即时测试和延迟测试4个阶段。80名幼儿被分配进汉字组、东巴文组、东巴文-汉字组和图画-汉字组,并接受统一的教学指导语。结果表明,无论是即时测试还是延迟测试,东巴文-汉字组的再认成绩均显著好于图画-汉字组和汉字组;即时测试的再认成绩均好于延迟测试;名词的再认成绩均好于动词。实验2采用偏好判断任务考察学习方式对汉字字形内隐记忆的影响。结果表明,无论是即时测试还是延时测试,东巴文-汉字组的内隐启动量均显著大于其他各组;即时测试与延迟测试的内隐启动量无显著差异;名词的内隐启动量显著大于动词。整个研究表明,东巴文对幼儿的汉字字形记忆具有明显的促进作用。所以如此,既与东巴文的象形和表意性质有关,也与东巴文与汉字的结构相似有关,还与幼儿的认知特点有关。

英文摘要：

A lot of achievements have been made in the field of young children＇s Chinese character learning. Most research focused on the perspective of cognition and empirical approaches, while little research has highlighted the perspective of application. Research has indicated that recognition of the orthographies of Chinese characters is the key to learn Chinese. But the abstract Chinese＇s orthographic knowledge can＇t be directly taught because of children＇s undeveloped cognitive ability. Chinese learning combined with pictures is one of the most popular methods to be used. However, it is not quite clear how strong the auxiliary function is. Dongba pictograph has similar characteristics of Chinese characters and pictures to some extent. It is suggested that Dongba pictograph may contribute to children＇s Chinese character orthographic learning. The present study was designed to explore the simulative functions of Dongba pictograph and picture on Chinese character orthographic learning under the conditions of explicit and implicit memory. At the same time, the respective effects of Chinese characters learning and Dongba pictograph learning were also to be investigated. A total of 160 children （80 males and 80 females respectively） were tested in this study, 80 children took part in Experiment 1 and another 80 children took part in Experiment 2. Three-factor mixed design was used： 4 （learning style： Chinese learning only, Dongba pictograph learning only, Chinese learning combined with Dongba pictograph, Chinese learning combined with pictures ） × 2 （test style： instant test, delay test） × 2 （word class： verbs, nouns）. The materials included 40 Chinese characters （20 verbs which included 10 ideograph words and 10 phonograms, 20 nouns which included 10 ideograph words and 10 phonograms）, 40 Dongba pictographs and 40 pictures, while three stimuli shared the same meaning. In Experiment 1, participants were firstly asked to learn by listening individually, and then they were asked to com