英语学习不良儿童语音意识假词拼读与单词认知能力的关系研究

本研究探讨了英语学习不良儿童语音技能一语音意识与词汇到达的发展水平及这两项语音技能与其单词认知能力间关系。结果发现,英语学习不良儿童在假词拼读能力发展上存在缺陷．而在语音意识能力的发展方面却表现正常。在对儿童的单词认知能力进行预测时,语音意识和假词拼读能力是较好的效标。     

PASS认知过程:能够解释RAN-阅读之间的关系吗?(英文)

本研究考察了计划、注意、同时性加工和继时性加工这些PASS认知技能,在多大程度上能够预测快速命名和单词阅读之间的共同变异量。84位说英语读三年级和四年级的加拿大儿童,接受了客体和颜色快速命名、单词确认、计划、注意、同时性加工和继时性加工任务的测量。结果表明,计划和继时性加工能够对快速命名和阅读之间的共同变异量做出显著的解释。这一结果表明,在探寻快速阅读与阅读密切关联的原因时,应充分考虑这两个认知过程。     

拼音学习对幼儿语音意识发展的影响

研究考察了拼音学习对幼儿汉语和英语语音意识发展的影响。结果发现,拼音学习对幼儿汉语和英语语音意识都有促进作用,但在不同成分上存在差异。这种促进作用主要体现在音节内的押韵和首音意识,而对幼儿原来已发展起来的音节意识和末位音位意识（英语）的影响作用很小。同时,研究还从跨语言角度分析了拼音学习对汉语和英语语音意识发展影响的相似性     

学习顺序和材料相似性对听觉类别学习的影响

以日语单词为材料,考察学习顺序和材料相似性对听觉类别学习的影响。结果发现,对于高相似性规则,个体在交错呈现条件下学习成绩更好;对于低相似性规则,个体在集中呈现条件下学习成绩更好。这一现象与前人在视觉类别学习中所发现的规律相同。结果表明,学习顺序对听觉类别学习的影响受材料相似性调节,并且学习顺序对类别学习的影响具有跨通道的一致性。     

两类英语学习困难的心理机制研究

本研究以单纯英语学习困难、中英双语学习困难和正常对照组为被试,考查了80名五年级小学生的语音意识和视觉工作记忆变量.结果表明,(1)两种英语学习困难儿童英语语音意识均比正常儿童差,均存在发展迟缓的缺陷;(2)两种英语学习困难儿童视觉工作记忆均相对落后;(3)视觉工作记忆在单纯英语学习困难儿童的汉语学习上存在一定的补偿作用,对英语学习则没有相同的作用.结果揭示了汉语认知加工过程相对于英语的特殊性.     

小学英语教学中应注意的原则

以往,英语教学往往以语法为提纲,学生学习英语的目的是为了在升学考试中得到高分。传统的英语考试形式以笔试为主,其内容局限于语法知识。以笔试成绩衡量学生英语水平,必然导致教师和学生重语法分析、句子结构、单词硬记,而轻视英语听力能力和口头交际能力的培养。这是一个很大的教学误区。近年来,英语教学的改革,也着重于单一化笔试,转化为综合技能的培养与考查;听力占着一定的比例。     

中国学生在学习英语中语音加工策略的使用

基于国内外有关语言习得的研究,使用自编的语音加工策略调查问卷,调查和分析了我国学生学习英语时语音加工策略的使用情况,探讨了性别、开始学习英语年龄、系别专业以及英语学习听说读写四个不同过程对于语音加工策略使用的影响。结果表明,在听、说、读、写这四个不同的过程中,语音加工策略的使用情况有显著的不同;在语音加工策略的使用上没有表现出性别以及年龄上的差异,但是在起始年龄阶段上以及院系之间存在差异。总的来说,中国学生学习英语对于语音的依赖程度并不高。     

小学儿童英语正字法技能的发展及其在单词阅读中的作用

为系统探讨正字法技能不同成分的发展特点及其在英语单词阅读中的作用,对小学一、三、五年级共110名儿童施测英语正字法规则意识、正字法模式建构技能、正字法编码技能、单词阅读以及一般认知能力和英语语音意识测验。结果表明：（1）汉语儿童的英语正字法技能各成分随年级显著增长,各成分间及其与一般认知技能、语音意识的关系存在年级差异;（2）控制年龄、一般认知能力和语音意识后,正字法技能在三、五年级仍对单词阅读有显著的独立解释作用,且其独立贡献率高于语音意识;（3）进一步控制其他正字法技能成分后,正字法规则意识以正字法模式建构技能为完全中介间接地作用于单词阅读,正字法模式建构技能在三、五年级都仍对单词阅读有显著的独立解释作用,正字法编码技能在五年级中能显著地独立解释单词阅读的部分变异。     

语音意识的不同成分在汉语儿童英语阅读学习中的作用

研究一测查了74名小学三、五年级儿童辨别、删除汉语和英语音节、首音-韵脚、音位等不同语音成分的能力以及英语单词阅读,考察语音意识不同成分与英语阅读学习的关系及母语语音意识的作用途径.研究二测查了83名英语阅读较差和73名英语阅读一般及以上儿童的英语语音删除和单词认读能力,考察阅读水平对于语音意识作用的调节效应.结果表明:(1)英语首音-韵脚意识对英语阅读具有显著的独立贡献;(2)汉语首音-韵脚意识和声调意识分别对英语单词认读和假词拼读具有显著的独立贡献,二者通过英语首音-韵脚意识的中介发挥作用;(3)阅读水平具有显著的调节作用.首音-韵脚意识是正常儿童阅读的有效预测变量,而音节意识是低水平儿童阅读的有效预测变量.上述结果与有关语音意识各成分在英语为母语儿童阅读学习中作用的研究结果不同,提示第二语言的学习具有特殊性,母语经验影响着个体第二语言学习的过程.     

PASS认知加工对汉语阅读的影响——语音加工和正字法加工的中介机制

PASS认知加工能有效解释阅读的内在加工机制。本研究以CAS认知评估系统和改编的言语认知测验为工具,选取178名3-5年级儿童,通过多层回归分析探讨语音加工、正字法加工、PASS认知加工与汉语阅读之间的关系。结果发现,PASS认知加工对汉语阅读的预测作用不尽相同。继时性加工对语音加工具有独特的预测作用,同时性加工对正字法加工具有独立的贡献。继时性加工能够超越语音加工的影响,预测汉语阅读流畅性和词汇阅读的独特变异。同时性加工能够超越正字法加工和语音加工的影响,预测词汇阅读的独特变异。研究结果为以后不同年级儿童阅读能力的提升提供了理论基础。     

数学学习困难儿童的编码加工特点:基于PASS理论的研究

同时加工和继时加工是PASS模型中的两类编码加工,二者在数学学习中发挥重要作用。使用基于PASS理论的认知评估系统（DN：CAS）单纯型数学困难、混合型数学困难和正常小学生进行两类编码加工的测评,比较研究发现,两类困难学生的两类编码加工水平均显著低于正常儿童,两类困难学生间的同时加工差异不显著,而混合型困难学生的继时加工水平显著低于单纯型困难学生。较低的同时加工水平似乎是两类数学困难的共同特征,继时加工水平的差异则似可作为单纯型与混合型困难的区分指标之一。     

接受设计学法之可行性的例证研究

通过验证近义词法在学生记忆英语单词中的有效性,探讨接受设计学法的可行性。４组学生分别采用一种方式完成记忆１２０个英语单词的作业任务。结果表明：近义词法是中国学生记忆英语单词有效的方法;对于大学生记忆英语单词来说,接受根据近义词法设计学习的效果要好。     

Adaptive memory: Animacy effects persist in paired-associate learning

Recent evidence suggests that animate stimuli are remembered better than matched inanimate stimuli. Two experiments tested whether this animacy effect persists in paired-associate learning of foreign words. Experiment 1 randomly paired Swahili words with matched animate and inanimate English words. Participants were told simply to learn the English “translations” for a later test. Replicating earlier findings using free recall, a strong animacy advantage was found in this cued-recall task. Concerned that the effect might be due to enhanced accessibility of the individual responses (e.g., animates represent a more accessible category), Experiment 2 selected animate and inanimate English words from two more constrained categories (four-legged animals and furniture). Once again, an advantage was found for pairs using animate targets. These results argue against organisational accounts of the animacy effect and potentially have implications for foreign language vocabulary learning.     

Interference of Sentence and Picture Contexts on Learning Prepositions

The effects of extra stimulus cues, such as pictures and sentences, on learning of preposition words were examined in two experiments. A one-way repeated-measures design was applied in the study. The results show that both sentences and pictures interfered with and blocked the learning of these context-dependent words in the simultaneous presentations. The superiority of feedback presentations over simultaneous presentations indicate that feedback techniques neutralize the blocking effect. More interestingly, however, the prepositions were learned more quickly in the absence of any context cues and this suggested that it is better to teach basic preposition words either by the presentation of them alone or if extra stimulus cues are to be used they should be presented as feedback.     

加工水平对普通话与粤语记忆语言依赖效应的影响

通过两个实验,考察了加工水平对普通话和粤语记忆语言依赖效应的影响。实验1考察了在有意学习中的记忆语言依赖效应。结果表明,测验的语言环境对再认有重要影响。被试在粤语测验环境下对学习过的韩国语词再认反应时短,误报率却低,辨别力强,“记得”反应占优势。实验2考察了无意学习中的记忆语言依赖效应。结果表明,被试在粤语测验环境下,对评定过的韩国语词再认反应时短,误报率却高,辨别力差,但“记得”反应占优势;但在普通话测验环境下,对评定过的韩国语词再认反应时长,误报率却低,辨别力强,“知道”和“猜测”反应增加。整个研究表明,记忆的语言依赖效应在有意学习和无意学习中都存在,但有不同的趋势,表明加工水平是影响普通话和粤语记忆语言依赖效应的重要变量     

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     

睡眠学习的ERP研究

夜间用脑电监测被试睡眠状态,并反复播放英语单词和中文对译词,第二天用词汇决定任务检查学习效果,并记录ERP,结果发现：（1）与未学过的英—中词对相比,被试对学过的词对中中文词的反应时明显缩短;（2）学过的词对中中文词引发的N600的波幅比未学过的明显降低。以上结果表明睡眠学习效果在内隐记忆测验中明显。另外发现被试几乎不能在播放学过的英语词时说出中文对译词,与未学过的词对相比没有显著差别,提示睡眠学习效果在外显记忆测验中不明显。以上结果表明,在本实验条件下,间接测验比直接测验更敏感。     

Implicit learning of semantic preferences of English words by Chinese learners

The aim of the present study was to explore whether Chinese learners could implicitly learn the semantic preferences of novel English words. In training, participants learned four novel verbs and were exposed to a set of verb-noun phrases that included these new words. What the participants were not told was that the use of the verbs depended on the concreteness of the nouns (i.e., the semantic preference rule). In testing, participants were required to choose between two possible verbs (one of which violated the semantic preference rule) for nouns that never occurred in training. The results showed that participants acquired unconscious knowledge of semantic preferences under incidental learning conditions, as measured by verbal reports and structural knowledge attributions. Our results provide further evidence for implicit learning of semantic preferences, suggesting that implicit learning is an important mechanism in the acquisition of L2 collocations.     

Effects of contextual diversity on semantic decision and reading aloud: evidence from a word learning study in English as a second language / Efectos de la diversidad contextual en la decisión semántica y la lectura en voz alta: evidencia de un estudio de aprendizaje de palabras en inglés como segundo idioma

This experiment investigated contextual diversity effects on novel word learning in English as a second language (L2). A group of advanced English speakers, whose native language was Spanish, participated in the study. Participants learned the meaning of real but obscure words that were embedded in either two or 12 different sentences and learned over two days (frequency of exposure was kept constant). On day three, participants were tested using reading aloud and semantic decision tasks. The results showed that participants learned the meaning of words in both conditions fairly well as revealed by their accuracy in the semantic decision task. However, words experienced in 12 different contexts generated more accurate and faster reaction times (RTs), suggesting the acquisition of more robust semantic representations. Strikingly, reading latencies were also faster for the 12-sentence condition, which might imply that semantics has an effect on reading newly learned words in English as a second language. These results are discussed and accommodated in view of the DRC and the PDP models of single-word reading.     

Tracking Multiple Statistics: Simultaneous Learning of Object Names and Categories in English and Mandarin Speakers

Two experiments were conducted to examine adult learners' ability to extract multiple statistics in simultaneously presented visual and auditory input. Experiment 1 used a cross‐situational learning paradigm to test whether English speakers were able to use co‐occurrences to learn word‐to‐object mappings and concurrently form object categories based on the commonalities across training stimuli. Experiment 2 replicated the first experiment and further examined whether speakers of Mandarin, a language in which final syllables of object names are more predictive of category membership than English, were able to learn words and form object categories when trained with the same type of structures. The results indicate that both groups of learners successfully extracted multiple levels of co‐occurrence and used them to learn words and object categories simultaneously. However, marked individual differences in performance were also found, suggesting possible interference and competition in processing the two concurrent streams of regularities.