孤独症儿童的认知行为干预研究

认知行为干预起源于认知疗法与行为学习理论,强调认知、行为和情绪的关系,在20世纪末开始用于孤独症个体,经过几十年的发展,已成为孤独症儿童教育和干预的重要方法之一。本文通过介绍国外孤独症儿童的认知行为干预的最新研究成果,归纳其总体特点有:研究对象多为高功能孤独症儿童;研究设计包含孤独症儿童的应用行为分析;研究内容集中于孤独症儿童的情绪调节方面。最后,本文据此提出对我国孤独症儿童干预研究的借鉴和启示。     

跨情境词汇学习的联结学习与假设检验之争

词汇学习是语言学习的基础,跨情境词汇学习又是词汇学习的主要形式。但是,跨情境词汇学习的学习机制还存在争论。目前,主要存在两种理论解释：一种是联结学习模型,认为学习者在每次学习中保留所有的词-物匹配假设,并对其进行保持和比较,最终根据共现频率选择联结最强的匹配假设;另外一种是假设检验模型,认为学习者只保留某词汇与某物体的一种匹配假设,并在之后的学习中不断验证。根据最新研究进展,该研究提出联结学习模型和假设检验模型的协同模型,尝试解决上述理论的分歧。未来研究需对跨情境词汇学习的协同模型进行系统验证。     

新颖语义联结在顿悟促进记忆效果中的作用

采用成语谜题选择任务, 通过学习-测验范式探究顿悟促进记忆的认知神经机制。实验1采用行为实验, 验证成语谜题选择范式在探究顿悟促进记忆中的有效性, 结果显示, 相比于寻常联结条件, 新颖联结条件下被试在学习阶段具有更高的顿悟感得分, 在测试阶段具有更高的正确率, 范式的有效性得以验证。实验2采用fMRI技术探究顿悟促进记忆的关键脑区。结果显示, 相比于失败记忆新颖联结条件, 成功记忆新颖联结条件更强地激活了顿悟过程相关脑区, 包括海马、杏仁核、额中回、颞上回和颞中回。这说明在学习阶段的顿悟问题解决过程中, 对信息的深加工与积极情绪促进了随后的记忆; 对其进一步分析发现, 相比于寻常联结记忆, 新颖联结对记忆的促进效应主要与右侧海马激活有关, 它可能反映了在顿悟问题解决中新颖联结形成过程建立了情节记忆以及新颖且有价值的语义联结。研究结果表明新颖语义联结形成在顿悟促进记忆中发挥了重要作用。     

防御性自尊大学生注意偏向对记忆偏向的影响

摘 要 为考查防御性自尊大学生注意偏向对记忆偏向的影响，本研究将被试分为训练组和控制组，训练组接受注意偏向训练，之后完成记忆任务。记忆任务中呈现中性和攻击性词汇，要求被试对词汇进行自由回忆。结果发现，控制组对攻击性信息存在着记忆偏向，而训练组对攻击性信息的记忆偏向消失。注意偏向训练可以即时性地改变防御性自尊大学生对攻击性信息的注意偏向，注意偏向可能是特质一致性记忆的原因之一。     

情绪与背景呈现方式对联结记忆的影响

情绪对联结记忆的影响已成为近期研究的焦点,但尚未得出一致结论。本研究采用复合情绪图片,通过2个实验,分别从项目、背景的情绪性及背景呈现方式两个角度对复合情绪图片的项目-背景联结记忆进行了研究,结果发现:(1)项目和背景的情绪性会对项目记忆产生不同影响,但两者都会抑制项目-背景的联结记忆;(2)背景的重复呈现与预先呈现都能促进复合图片项目-背景的联结记忆,但无法消除情绪对项目-背景联结记忆的影响。本研究发现注意窄化理论并不能完全解释情绪对联结记忆的影响。     

小学低年级儿童利用拼音学习生字词的实验研究

研究目的儿童早期对书写形式的字词(或印刷字词)的学习和掌握是儿童早期阅读的关键.儿童在学前已有丰富的口头词汇和口语理解能力,进入学校后首要的任务是需要尽快掌握一批生字词,作为阅读及各科学习的基础.也就是说,对许多口语词汇,儿童头脑中已有“音—义”的联结,而建立“形—音—义”联结是他们入学后所面临的任务.     

词汇语音学习的影响因素

摘要 词汇语音的学习受哪些因素的影响是心理语言学研究中一个重要的问题。语音回路理论认为,语音短时记忆在词汇语音的学习过程中发挥着关键性的作用,语音短时记忆能力越好越有助于词汇的学习;语音敏感性假说认为,语音意识是影响儿童词汇发展及学习的重要因素;另外一些研究者认为,语音知识可能发挥着更为基础和关键的作用,最近的研究则更加强调几种因素如何相互作用影响词汇语音的学习。本文最后提出了该领域需要进一步研究的问题。     

孤独症儿童共同注意的神经基础及早期干预

共同注意是指两个人共同对某一事物加以注意, 分享对该事物的兴趣, 它是儿童社会认知发展的奠基性能力。首先, 孤独症儿童共同注意发展主要体现在注视转换、主动展示、分享等能力发展滞后及缺陷; 孤独症儿童共同注意的神经基础：应答性共同注意主要涉及后部皮层注意网络(如颞上沟后部、顶内沟等), 自发性共同注意涉及前部皮层注意网络(如前扣带皮层、背内侧额叶等); 最后, 以回合式教法和关键反应训练为基本方法, 论述了共同注意干预的新近模式和效果评估。未来研究应在孤独症儿童的共同注意发展的年龄特征及机制、共同注意的脑区可塑性及脑网络的发展以及开发更有效的干预方法等方面展开大量研究。     

学习成绩差与成绩好学生短时记忆特点的比较研究

本研究比较了小学１、３、５年级学习成绩好／差学生在图片、数字、词汇记忆上的特点。结果表明：（１）在图片记忆上,两组儿童的成绩没有差异。１、３年级优差生间的差异主要在数字与具体词汇记忆中;５年级两组学生的差异主要在数字与抽象词汇记忆中。（２）从提示／非提示及击中虚假刺激的结果看,两组儿童在记忆上的差异部分地是由于策略运用上的差异。经过提示,学习不良儿童在数字和词汇记忆上的成绩有了提高。     

中学生英语词汇记忆的策略训练研究

词汇记忆在中学英语学习中有着举足轻重的地位。本研究从策略入手 ,致力于探索记忆策略训练对英语词汇学习的积极效果。研究者在综合前人的策略分类观点和参照英语词汇学习本身特点的基础上提出了五种基本策略 ,并对之作了训练研究。从训练结果可知 ,这些策略若训练充分得当 ,能大大提高学生的词汇记忆成绩。研究者还对如何在英语词汇学习中运用策略帮助记忆提出了一个粗略的模型。从该模型中 ,我们可以清晰地看到词汇记忆的整个过程 ,以及影响策略选择和使用的各种因素     

词汇飞跃: 早期语言发展的里程碑──来自五名汉语儿童的跟踪报告

本文通过对五名汉语儿童的长期跟踪调查,旨在从词汇增长、句法出现和语义发展三方面发掘词汇飞跃时期儿童的语言特征。结果显示：儿童在18个月左右词汇迅猛增长,出现词汇飞跃现象;标志句法出现的词语组合和词汇飞跃在时间上紧密相连;词汇飞跃期儿童语义发展显著,体现为过度延伸词的逐渐减少及下位层次词的逐渐增加。词汇飞跃是汉语儿童早期语言发展的里程碑,表明其在词汇、句法和语义多个语言层面的飞跃。     

Consolidation of vocabulary is associated with sleep in typically developing children,but not in children with dyslexia

Sleep is known to play an active role in consolidating new vocabulary in adults; however, the mechanisms by which sleep promotes vocabulary consolidation in childhood are less well understood. Furthermore, there has been no investigation into whether previously reported differences in sleep architecture might account for variability in vocabulary consolidation in children with dyslexia. Twenty‐three children with dyslexia and 29 age‐matched typically developing peers were exposed to 16 novel spoken words. Typically developing children showed overnight improvements in novel word recall; the size of the improvement correlated positively with slow wave activity, similar to previous findings with adults. Children with dyslexia showed poorer recall of the novel words overall, but nevertheless showed overnight improvements similar to age‐matched peers. However, comparisons with younger children matched on initial levels of novel word recall pointed to reduced consolidation in dyslexics after 1 week. Crucially, there were no significant correlations between overnight consolidation and sleep parameters in the dyslexic group. This suggests a reduced role of sleep in vocabulary consolidation in dyslexia, possibly as a consequence of lower levels of learning prior to sleep, and highlights how models of sleep‐associated memory consolidation can be usefully informed by data from typical and atypical development.     

Offline consolidation supersedes prior knowledge benefits in children's (but not adults’) word learning

Prior linguistic knowledge is proposed to support the acquisition and consolidation of new words. Adults typically have larger vocabularies to support word learning than children, but the developing brain shows enhanced neural processes that are associated with offline memory consolidation. This study investigated contributions of prior knowledge to initial word acquisition and consolidation at different points in development, by teaching children and adults novel words (e.g., ballow) that varied in the number of English word‐form “neighbours” (e.g., wallow, bellow). Memory for the novel word‐forms was tested immediately after training, the next day and 1 week later, to assess the time‐course of prior knowledge contributions. Children aged 7–9 years (Experiments 1, 3) and adults (Experiment 2) recalled words with neighbours better than words without neighbours when tested immediately after training. However, a period of offline consolidation improved overall recall and reduced the influence of word‐form neighbours on longer term memory. These offline consolidation benefits were larger in children than adults, supporting theories that children have a greater propensity for consolidating phonologically distinctive language information. Local knowledge of just a single word‐form neighbour was enough to enhance learning, and this led to the individual differences in word recall that were related to adults’ global vocabulary ability. The results support the proposal that the relative contributions of different learning mechanisms change across the lifespan, and highlight the importance of testing theoretical models of word learning in the context of development.     

Learning new vocabulary during childhood: Effects of semantic training on lexical consolidation and integration

Research suggests that word learning is an extended process, with offline consolidation crucial for the strengthening of new lexical representations and their integration with existing lexical knowledge (as measured by engagement in lexical competition). This supports a dual memory systems account, in which new information is initially sparsely encoded separately from existing knowledge and integrated with long-term memory over time. However, previous studies of this type exploited unnatural learning contexts, involving fictitious words in the absence of word meaning. In this study, 5- to 9-year-old children learned real science words (e.g., hippocampus) with or without semantic information. Children in both groups were slower to detect pauses in familiar competitor words (e.g., hippopotamus) relative to control words 24 h after training but not immediately, confirming that offline consolidation is required before new words are integrated with the lexicon and engage in lexical competition. Children recalled more new words 24 h after training than immediately (with similar improvements shown for the recall and recognition of new word meanings); however, children who were exposed to the meanings during training showed further improvements in recall after 1 week and outperformed children who were not exposed to meanings. These findings support the dual memory systems account of vocabulary acquisition and suggest that the association of a new phonological form with semantic information is critical for the development of stable lexical representations.     

Consolidation of vocabulary is associated with sleep in children

Although the acquisition of a novel word is apparently rapid, adult research suggests that integration of novel and existing knowledge (measured by engagement in lexical competition) requires sleep‐associated consolidation. We present the first investigation of whether a similar time‐course dissociation characterizes word learning across development. Consistent with previous research but counter to adults, 7–12‐year‐olds showed sleep‐associated consolidation effects in declarative but not procedural memory. Nevertheless, the relationship between sleep and word learning in children was remarkably similar to the pattern for adults. Following exposure to nonword competitors (e.g. biscal) in the a.m. or p.m., children’s ability to recognize and recall the nonwords improved only after sleep (after approximately 12‐hrs for the p.m. group and 24‐hrs for the a.m. group), with performance stable 1 week later. Novel nonwords only induced lexical competition effects after sleep. These findings suggest that children utilize a dual memory system when acquiring and integrating new vocabulary and highlight sleep as integral to this process. A video abstract of this article can be viewed at http://www.youtube.com/watch?v=8mm8SDUXw_0&feature=plcp .     

Atypicalities in sleep and semantic consolidation in autism

Sleep is known to support the neocortical consolidation of declarative memory, including the acquisition of new language. Autism spectrum disorder (ASD) is often characterized by both sleep and language learning difficulties, but few studies have explored a potential connection between the two. Here, 54 children with and without ASD (matched on age, nonverbal ability and vocabulary) were taught nine rare animal names (e.g., pipa). Memory was assessed via definitions, naming and speeded semantic decision tasks immediately after learning (pre‐sleep), the next day (post‐sleep, with a night of polysomnography between pre‐ and post‐sleep tests) and roughly 1 month later (follow‐up). Both groups showed comparable performance at pre‐test and similar levels of overnight change on all tasks; but at follow‐up children with ASD showed significantly greater forgetting of the unique features of the new animals (e.g., pipa is a flat frog). Children with ASD had significantly lower central non‐rapid eye movement (NREM) sigma power. Associations between spindle properties and overnight changes in speeded semantic decisions differed by group. For the TD group, spindle duration predicted overnight changes in responses to novel animals but not familiar animals, reinforcing a role for sleep in the stabilization of new semantic knowledge. For the ASD group, sigma power and spindle duration were associated with improvements in responses to novel and particularly familiar animals, perhaps reflecting more general sleep‐associated improvements in task performance. Plausibly, microstructural sleep atypicalities in children with ASD and differences in how information is prioritized for consolidation may lead to cumulative consolidation difficulties, compromising the quality of newly formed semantic representations in long‐term memory.     

New Word Acquisition in Children: Examining the Contribution of Verbal Short‐term Memory to Lexical and Semantic Levels of Learning

A variety of evidence suggests that human vocabulary acquisition and verbal short‐term ability are related. The aim of this study was to investigate the learning of new lexical and semantic representation in 7 to 12 years old children selected on the basis of their poor working memory capacity. A deep characterization of the short‐term memory (STM) capacities has been carried out through a series of tasks derived from recent STM models tapping STM, language and attentional processes. Participants experienced a three conditions word learning task designed to reflect lexical learning, semantic learning and lexical–semantic learning capacities. Other aspects of the learning such as the learning rate and the word length effect were evaluated. The experimental participants scored more poorly than controls on lexical learning, and this deficit was associated with the serial order STM and the attentional capacities. The current study also highlighted that neither the experimental group nor the control group took advantage in lexical learning of semantic information supplement. Our results suggest that children with verbal STM problems learn a smaller number of new words but present a similar way of learning than children without verbal STM problems. Copyright © 2013 John Wiley & Sons, Ltd.     

A probabilistic computational model of cross-situational word learning

Words are the essence of communication: They are the building blocks of any language. Learning the meaning of words is thus one of the most important aspects of language acquisition: Children must first learn words before they can combine them into complex utterances. Many theories have been developed to explain the impressive efficiency of young children in acquiring the vocabulary of their language, as well as the developmental patterns observed in the course of lexical acquisition. A major source of disagreement among the different theories is whether children are equipped with special mechanisms and biases for word learning, or their general cognitive abilities are adequate for the task. We present a novel computational model of early word learning to shed light on the mechanisms that might be at work in this process. The model learns word meanings as probabilistic associations between words and semantic elements, using an incremental and probabilistic learning mechanism, and drawing only on general cognitive abilities. The results presented here demonstrate that much about word meanings can be learned from naturally occurring child-directed utterances (paired with meaning representations), without using any special biases or constraints, and without any explicit developmental changes in the underlying learning mechanism. Furthermore, our model provides explanations for the occasionally contradictory child experimental data, and offers predictions for the behavior of young word learners in novel situations.     

Dynamic self-organization and early lexical development in children

In this study we present a self-organizing connectionist model of early lexical development. We call this model DevLex-II, based on the earlier DevLex model. DevLex-II can simulate a variety of empirical patterns in children's acquisition of words. These include a clear vocabulary spurt, effects of word frequency and length on age of acquisition, and individual differences as a function of phonological short-term memory and associative capacity. Further results from lesioned models indicate developmental plasticity in the network's recovery from damage, in a non-monotonic fashion. We attribute the network's abilities in accounting for lexical development to interactive dynamics in the learning process. In particular, variations displayed by the model in the rate and size of early vocabulary development are modulated by (a) input characteristics, such as word frequency and word length, (b) consolidation of lexical-semantic representation, meaning-form association, and phonological short-term memory, and (c) delayed processes due to interactions among timing, severity, and recoverability of lesion. Together, DevLex and DevLex-II provide an accurate computational account of early lexical development.     

成人在语境中的母语词汇意义学习

语境学习是成人获得词汇意义的主要方式, 大量研究者使用语境学习范式考察成人母语词汇意义学习的问题。已有研究将词汇意义学习分为两大阶段：习得词汇的对应概念阶段和将新词的意义整合到已有的语义网络中的阶段。基于词汇意义学习两大加工阶段中语境学习的相关研究, 梳理了词汇、语境、被试因素对成人词汇意义学习的影响, 指出未来研究需要进一步关注新概念学习、隐喻意义学习等问题。