测验与反馈在分段视频学习中的作用

分段原则是多媒体和视频学习中通过分段促进学习的重要原则。本研究探讨了测验和反馈对分段的影响。实验1对比了观看分段视频和在分段中进行测验两种情境,结果表明分段中测验会提高学习表现。实验2对比了分段视频、分段中测验和分段中测验并提供反馈三种情境。结果发现分段组与分段测验组之间没有差异,接受反馈的学习者学习表现最好。结果表明在分段视频中测验和反馈具有积极效应,对多媒体和线上学习具有潜在的意义。     

Self Addressed Questions and Filled Pauses: A Cross-linguistic Investigation

There is an ongoing debate whether phenomena of disfluency (such as filled pauses) are produced communicatively. Clark and Fox Tree (Cognition 84(1):73–111, 2002) propose that filled pauses are words, and that different forms signal different lengths of delay. This paper evaluates this Filler-As-Words hypothesis by analyzing the distribution of self-addressed-questions or SAQs (such as “what’s the word”) in relation to filled pauses. We found that SAQs address different problems in different languages (most frequently about memory-retrieval in English and Chinese, and about appropriateness in Japanese). In relation to filled pauses, British but not American English uses “um” to signal a more severe problem than “uh”. Chinese uses different filled pauses to signal the syntactic category of the problem constituent. Japanese uses different filled pauses to signal levels of interaction with the interlocuter. Overall, our data supports the Filler-As-Words hypothesis that filled pauses are used communicatively. However, the dimensions of its meanings vary across languages and dialects.     

Temporal grouping, rehearsal and short-term memory

The effects of temporal grouping on auditory short-term memory are investigated, using pauses of different lengths to indicate the groups. No quantitative or qualitative differences were found between the shorter and longer pauses. This result, in conjunction with an analysis of the order errors, is used to suggest what kind of processing occurs during the pauses. This processing is selective, recoding the information about order according to position within a group.     

Responsible Gambling Tools: Pop-Up Messages and Pauses on Video Lottery Terminals

The authors examined the effect of messages and pauses, presented on video lottery terminal screens, on erroneous beliefs and persistence to play. At posttest, the strength of erroneous beliefs was lower for participants who received messages conveying information about randomness in gambling as compared to those who received pauses. Pauses also diminished the strength of erroneous beliefs, and there was no difference between the effects of pauses and messages on the number of games played. The authors discuss these results in terms of the use of messages and pauses on video lottery terminals as a strategy for promoting responsible gambling.     

‘I stumble... in my speech: Like a hobbled... horse... hops...’ — The nature and length of pauses in the reading of aphasics

Summary Fifteen mildly affected aphasic subjects were given the task of reading 21 sentences. The words of the sentences (apart from the articles) were controlled according to part of speech, length, and frequency of occurrence. It was predicted that the complexity of the grammatical function of the nouns, adjectives, and verbs investigated would determine the length of the pauses preceding the part of speech in question. The relative complexity of the syntactic function was determined by the number of valences according to the theory of dependence grammar. The results obtained supported the model of dependence grammar in that, of the content words, verbs were preceded by the longest pauses and adjectives by the shortest. The most surprising result was the finding that the pauses before the second article were even longer than those before the verb. It was suggested that these pauses be interpreted as following the verb rather than preceding the article. With respect to the nature of these pauses, a variety of classifications was discussed. It was proposed that these latencies be interpreted as juncture pauses, made for the sake of the listener in normal readers, changed into hesitation pauses, made for the sake of the reader in aphasics.     

An automatic analysis method of utterance and pause lengths and frequencies

Automatic analysis of the lengths and frequencies of utterance and pauses is highly desirable in the study of large amounts of speech produced by pathologic speakers and of interactive speech such as that between mother and child, clinician and client, and teacher and student. This paper describes a microcomputer-based analysis method of utterance and pause lengths and frequencies in connected speech. The instrumentation consists of a rectifier-smoother circuit, an analog-to-digital convertor and an Apple microcomputer. The printouts list utterances and pauses (in milliseconds) in the order of occurrence, and means and standard deviations of the utterances and pauses. The program and the results of reliability and validity tests of this method are described.     

Responsible gambling tools: pop-up messages and pauses on video lottery terminals

The authors examined the effect of messages and pauses, presented on video lottery terminal screens, on erroneous beliefs and persistence to play. At posttest, the strength of erroneous beliefs was lower for participants who received messages conveying information about randomness in gambling as compared to those who received pauses. Pauses also diminished the strength of erroneous beliefs, and there was no difference between the effects of pauses and messages on the number of games played. The authors discuss these results in terms of the use of messages and pauses on video lottery terminals as a strategy for promoting responsible gambling.     

Content mazes and filled pauses in narrative language samples of children with specific language impairment

Linguistic nonfluencies known as mazes (filled pauses, repetitions, revisions, and abandoned utterances) have been used to draw inferences about processing difficulties associated with the production of language. In children with normal language development (NL), maze frequency in general increases with linguistic complexity, being greater in narrative than conversational contexts and in longer utterances. The same tendency has been found for children with specific language impairment (SLI). However, the frequency of mazes produced by children with NL and SLI has not been compared directly at equivalent utterance lengths in narration. This study compared the frequency of filled pauses and content mazes in narrative language samples of school-age children with SLI. The children with SLI used significantly more content mazes than the children with NL, but fewer filled pauses. Unlike content mazes, the frequency of filled pauses remained stable across samples of different utterance lengths among children with SLI. This indicates that filled pauses and content mazes have different origins and should not be analyzed or interpreted in the same way.     

The relationship between age and frequency of disfluency in preschool children

The frequencies of nine types of disfluency, including silent pauses, were studied in 60 nonstuttering males, 3.5 and 5 yr-of-age. The younger children evidenced significantly higher rates of part word, word, and phrase repetitions, incomplete phrases, and disrhythmic phonations. The older children demonstrated significantly more grammatical pauses. The two groups did not differ in the frequency of interjections, ungrammatical pauses, and revisions. The most powerful discriminating category between the two age groups was phrase repetition. The results are compared with findings from other recent investigations of disfluency in nonstuttering preschool males. Possible explanations for the discrepancies among the various investigations and for the high degree of variability in disfluency reported in the literature are proposed. The results of this investigation suggest that nonstuttering children begin to show more adult-like disfluency patterns toward the later preschool years.     

Serial recall and presentation schedule: a micro-analysis of local distinctiveness

According to temporal distinctiveness theories, items that are temporally isolated from their neighbours during presentation are more distinct and thus are recalled better. Event-based theories, which deny that elapsed time plays a role at encoding, explain isolation effects by assuming that temporal isolation provides extra time for rehearsal or consolidation of encoding. The two classes of theories can be differentiated by examining the symmetry of isolation effects: Event-based accounts predict that performance should be affected only by pauses following item presentation (because they allow time for rehearsal or consolidation), whereas distinctiveness predicts that items should also benefit from preceding pauses. The first experiment manipulated inter-item intervals and showed an effect of intervals following but not preceding presentation, in line with event-based accounts. The second experiment showed that the effect of following interval was abolished by articulatory suppression. The data are consistent with event-based theories but can be handled by time-based distinctiveness models if they allow for additional encoding during inter-item pauses.     

The long and short of it: Reports of pause occurrence and duration in speech

Native speakers of American English and of German listened to a passage several minutes in duration in each language and reported occurrence and duration of pauses. Subjects overestimated occurrence (false positives) and understimated duration. Overall analyses of variance indicated that Germans reported a higher percentage of pauses than Americans; that a higher percentage of pauses was reported in native than in nonnative passages; that Americans reported a higher percentage of pauses in English passages, whereas Germans' percentages were the same in both languages; that American women reported more false positives than American men, whereas German men reported more than German women; and that Americans and Germans both reported more false positives in English than in German. Detailed analyses of the individual passages yielded reliable differences between Germans and Americans in their reports of pauses in three duration brackets: .3;,<1.0;1.0 sec. Pause reports of this kind diverge from objectively measured pause data as a function of a number of independent variables and are therefore not to be trusted as objective estimates of either pause occurrence or pause duration.     

Perceptual organization and precategorical acoustic storage

Current views of precategorical acoustic storage (PAS) have been largely based on differences in the level of recall of terminal list items as a function of input modality and on experiments in which various types of suffixes are added to unstructured auditory lists. Experiments with grouped lists reveal that PAS can make a far more extensive contribution to serial recall. A series of four experiments investigated grouping effects in relation to existing accounts of consolidation, attentional selection, and auditory masking in PAS. Grouping effects obtained with very brief intralist pauses were inconsistent with the consolidation and masking hypotheses. Contrary to the attentional hypothesis, nontemporal grouping by voice or by spatial location was found to be as effective as grouping by extended pauses. When nontemporal methods of grouping were combined with intralist pauses, the two sets of grouping cues were no better than one, suggesting that list segmentation by pauses and by item attributes must be explained in terms of a single process. These results are discussed in the context of previous research that implies the existence of an auditory store with a capacity greater than previously attributed to PAS. Existing data on modality and suffix effects are seen as specific instances of a more general relation between the structure of spoken sequences and their subsequent recall.     

Effects of grouping on the pupillary response in a short-term memory task

Subjects heard strings of nine digits for immediate recall, either at a monotone 1/sec. rate or in groups of three digits separated by pauses. Concurrent measurements of pupil size show a steady dilation in the monotone condition, and brief dilation-constriction waves during the pauses of grouped presentation. The results are consistent with hypotheses concerning rehearsal in the two modes of presentation. Pupillary dilations apparently accompany episodes of covert rehearsal.     

Cognitive processes in writing during pause and execution periods

The present study investigated how writing processes are activated during pause and execution periods. In two experiments, handwriting demands were manipulated by asking participants to compose with their familiar handwriting or with a high-demanding cursive uppercase calligraphy. Experiment 1 investigated narrative writing, a task with low planning demands. Experiment 2 addressed essay writing, a task with stronger planning demands. Occurrences of processes and their cognitive effort were analysed by asking participants to respond to random auditory probes and then to report their ongoing mental activity according to learned categories referring to the planning, translating, and revising writing processes. All together, the findings indicate that demands on planning did not affect how writing processes were activated during pauses and execution periods but automaticity of handwriting did. When handwriting was effortless, translating was mostly activated in parallel with motor execution, whereas revising and planning were mainly activated during pauses. However, none of the writing processes could be characterised as being typical of pauses, since translating was activated to a similar extent as the other two processes. By contrast, when handwriting was effortful, participants shifted to a more sequential functioning and activated translating mainly during pauses.     

The use of prosody in highlighting alterations in repairs from unrestricted speech

A speaker has several ways in which he or she may highlight the fact that an error or imprecision of speech has been made and subsequently altered. The three principal ones are by signalling through the structure of the speech that surrounds the error (the repair-syntax), by the use of prosody, and through the semantic content. The role of prosody in the correction process is investigated in the current studies. Analysis of the prosody of a number of errors and their alterations drawn from unrestricted speech are reported. The analysis shows that pauses occur at the moment of interruption and that an increase in stress occurs at the start of the alteration. Pauses could indicate the moment of interruption, and stress could highlight what has been altered. Two sets of perceptual experiments were carried out to assess whether these cues are salient for listeners who hear constructions containing an error and its alteration. Two paradigms were employed in each set of experiments: (1) direct judgement about the comprehensibility of sentences containing errors and alterations, and (2) repeating a message that had an error and alteration without the error. The effects of stress and pauses on (Experiments 1A and 1B) or pauses around (Experiment 2A and 2B) the alterations were assessed. In the first set of experiments it was shown that pauses and stress help listeners process repairs. When a word is spoken in error, the speaker may repeat a section of speech immediately preceding the alteration and/or a section immediately following that word. Inclusion of these repeated sections allows assessment of whether pauses signal where the interruption occurred. The second experiment shows that the placing of the pause before the retrace, rather than at other locations, indicates to listeners where the repair starts.     

Psychogenic vagotonia in a family of beagle dogs

Eight inbred beagle dogs, litter mates of two generations, exhibited psychogenic vagotonia (long sinus pauses and transient atrioventricular block of the heart) during orienting to tones. This was intensified during tones following “one-trial conditioning” to a single painful leg-shock. It was potentiated during conditional stimuli (CS+) regularly reinforced by leg-shock; whereas unreinforced tones (CS?) elicited less vagotonia. Additional evidence of differentiation was observed in one dog when the differential magnitudes of the responses were reversed following reversal of the significance of the conditional stimuli. The possible mechanisms of these changes and correlations with clinical material are discussed. Results of this study illustrate the interplay between constitutional predisposition and psychological factors in prominent cardiovascular changes.     

Significance of pauses for speech perception

Pauses can be used to facilitate certain operations involved in the production and in the perception of speech. In the case of speech perception, pauses have been found to improve the accuracy of detection and the recall of lists of digits and letters. The aim of the present experiments was to examine the effects of pause time on the perception of sentences. In experiment I, a semantic categorization task was used and in experiment II a sentence recall task. The results indicated that in sentences containing pauses between clauses, words were categorized more rapidly (experiment I) and propositions were recalled more accurately (experiment II) than in sentences containing pauses, within the clause. The results are interpreted in the context of existing models of speech processing, and the significane of pause time for cognitive activity is discussed.     

Pauses and syntax in American sign language

Research on spoken languages has shown that the durations of silent pauses in a sentence are strongly related to the syntactic structure of the sentence. A similar analysis of the pauses (holds) in a passage in American Sign Language reveals that sequences of signs are also interspersed with holds of different lengths: long holds appear to indicate the ends of sentences; shorter holds, the break between two conjoined sentences; and the shortest holds, breaks between internal constituents. Thus, pausal analysis is a guide to parsing sentences in ASL.     

Effects of concurrent schedules on human fixed-interval performance

Young adults performed a lever-pressing task for money on two schedules of reinforcement: concurrent fixed-interval 1 min—differential-reinforcement-of-low-rate 20-sec, and concurrent fixed-interval 1-min—fixed ratio 100 responses. All subjects were trained on both schedules. Fixed-interval performance concurrent with the differential reinforcement procedure was characterized by high constant rates with no post-reinforcement pauses. Fixed-interval performance concurrent with fixed ratio was characterized by low rates and lengthy post-reinforcement pauses. These results differ from those obtained in prior studies on the effects of conditioning history upon subsequent fixed-interval performance. The prior work, using non-concurrent procedures, had shown that fixed-interval performance following differential reinforcement of low rates was characterized by post-reinforcement pauses and low rates, while fixed-interval performance following fixed ratio exhibited high constant rates and no post-reinforcement pause. The present results suggest that alternative concurrent contingencies are another major determinant of human fixed-interval performance.     

Infant cry as a graded signal: Experimental modifications of durations of pauses and expiratory sounds alter mothers' perceptions

The purpose of this study was to examine experimentally the effects of the temporal structure of infant crying on mothers' perceptions. Eighteen mothers of young infants rated variations of a 10-sec cry in which durations of all expiratory sounds and pauses were digitally lengthened and shortened by 50%. Results showed a general monotonic effect in which cries with increasingly shorter pauses were perceived to be more arousing, aversive, informative, and rough. Similarly, cries with short expirations were perceived to be more rhythmic and rough than cries with long expirations. The strength of the monotonic effect for pause duration on ratings of urgency interacted with the duration of expiratory sounds such that the combination of short pauses and short expirations created the greatest perceived urgency. This study replicates and extends previous findings which show that gradations in acoustic features of crying are associated with gradations in the intensity of adults' perceptions.