聋生读者的阅读知觉广度与词汇加工特点:眼动证据

研究采用移动窗口范式,以双字词为掩蔽单元,探究了聋生中文阅读知觉广度与词汇加工特点。结果发现:(1)聋生阅读知觉广度的左侧范围在1个双字词之外,右侧范围为1个双字词,健听读者阅读知觉广度为注视点左侧1个双字词至右侧1个双字词的范围,可见聋生的阅读知觉广度在范围大小和对称性上不同于健听读者;(2)提示注视点右侧词汇边界的移动窗口在平均注视时间、向右眼跳幅度上以相同趋势影响两组读者,但对两组读者注视次数、回视次数的影响模式不同。由此可见,聋生读者阅读知觉广度及词汇加工有其独特性特点。     

小学五年级学生汉语阅读知觉广度的眼动研究

采用"呈现随眼动变化技术"对小学五年级学生的阅读知觉广度进行了眼动研究.结果发现,(1)小学五年级学生的阅读知觉广度具有不对称性.(2)小学五年级学生的阅读知觉广度为注视点左侧一个汉字到注视点右侧两个或三个汉字的空间.     

高中二年级学生中文阅读知觉广度的眼动研究

采用“呈现随眼动变化技术”对高中二年级学生中文阅读的知觉广度进行了眼动研究。结果发现,高中二年级学生的阅读知觉广度具有不对称性,大约为注视点左侧一个或两个汉字到注视点右侧三个或四个汉字的空间;高中二年级学生在正常阅读中的眼跳距离约为三个汉字的空间,在连续注视的过程中知觉广度有较小范围的重叠。     

高、低汉语水平藏–汉读者汉语阅读知觉广度及预视效应

以藏族大学生为被试,采用眼动技术,考察了高、低汉语水平藏–汉读者阅读汉语时的知觉广度及副中央凹预视获取信息的类型。结果表明,高汉语水平藏–汉读者的阅读知觉广度为注视点右侧2个汉字的空间,低汉语水平藏–汉读者的阅读知觉广度为注视点右侧1～2个汉字的空间;高、低汉语水平藏–汉读者都可以从副中央凹处获取字形和语音信息。     

中学聋生阅读中的副中央凹注意增强特点：来自阅读知觉广度的证据

副中央凹注意增强特点是指受视觉注意资源空间分配变化的影响,聋人在阅读中表现出更强的副中央凹信息加工能力。本研究以Eyelink 2000眼动仪为工具,采用移动窗口范式,通过探讨中学聋生的阅读知觉广度,来进一步验证聋人阅读中的副中央凹注意增强特点。实验采用3(被试:中学聋生、年龄匹配组、能力匹配组)×6(窗口水平:WS1、WS2、WS3、WS4、WS5、FL)的混合实验设计。结果发现,中学聋生和其年龄匹配组的阅读知觉广度均为注视点右侧3个汉字,能力匹配组的阅读知觉广度为注视点右侧2个汉字,表明中学聋生在阅读中存在副中央凹注意增强特点。     

初中二年级学生字词阅读知觉广度的眼动研究

采用眼动研究中经典的移动窗口技术范式探讨中学生字词阅读知觉广度。通过两个实验分别对17名初中二学生和12名初中二学生进行了汉语字、词阅读知觉广度的眼动研究。实验1结果表明,初中二年级学生字窗口条件下的阅读知觉广度为注视点左侧1个单字到右侧2个单字的范围;实验2结果表明,双字词窗口条件下的阅读知觉广度为注视点左侧1个双字词到右侧1个双字词的范围。本研究推论汉语阅读过程进行的是词单元加工,而不是单字。     

中文阅读知觉广度的影响因素研究

研究以Eyelink2000车载眼动仪为工具,采用6×3×2×2的四因素混合设计,借助经典的移动窗口技术,探讨了72名被试阅读知觉广度的发展情况,以及材料难度和阅读能力对知觉广度的影响。结果表明:(1)年级、材料难度、阅读能力均各自独立地影响知觉广度。(2)小学三年级被试知觉广度的右侧范围为1~2个字,小学五年级被试接近成人大学生的知觉广度,右侧范围均为2~3个汉字。(3)难度对知觉广度有影响,被试阅读难材料的知觉广度为2~3个汉字,易材料为2~4个汉字。(4)高阅读能力被试的知觉广度大于低阅读能力被试,阅读容易材料时比低阅读能力被试有更大的向右眼跳幅度。     

大学生阅读知觉广度影响因素的回归分析

采用移动窗口技术,以101名大学生为被试,探讨了大学生的阅读知觉广度,同时使用多元回归方法考察了各因素对眼动指标的影响,结果表明:(1)大学生知觉广度的右侧范围为2-3个汉字;(2)材料难度、工作记忆和阅读理解对大学生被试的眼动指标有显著的预测作用。     

小学五年级语文学优生与学困生阅读知觉广度的眼动研究

本研究以眼动仪为工具,采用移动窗口范式来考察小学五年级语文学优生和学困生的阅读知觉广度。实验结果发现,小学五年级语文学优生的阅读知觉广度范围为注视字左侧一个汉字到注视字右侧三个汉字,小学五年级语文学困生的阅读知觉广度范围为注视字左侧一个汉字到注视字右侧两个汉字。小学五年级语文学优生的阅读知觉广度比学困生更大。     

小学五年级学生英语阅读知觉广度的眼动研究

使用Eyelink2000型眼动仪,采用经典的呈现随眼动变化技术,对24名被试在不同窗口条件下英文阅读的眼动指标进行记录和分析,以考察小学五年级学生英语阅读的知觉广度。研究结果表明:小学五年级学生英语阅读的知觉广度的右侧范围是注视点右侧5-8个字符空间。     

Parental Alienation Among College Students

A sample of 50 college students responded to a questionnaire measuring perceptions of alienating behaviors on the part of their parents and their current relationship with each parent. Data revealed a higher degree of alienating behavior by divorced parents when compared to non-divorced parents. Mothers and fathers were rated about equally likely to engage in such behaviors. A higher incidence of alienated parent-child relationships in divorced homes approached, but did not reach, statistical significance. Students who were alienated from one parent report higher levels of alienating behaviors on the part of their parents. The results suggest that parental alienating behaviors, and the phenomenon of a child becoming alienated from a parent after divorce, are departures from the norm and worthy of attention and concern.     

Religious Coping in College Students

Three religious-coping profiles (Self-directing, Deferring/Collaborative, and Eclectic) have been identified in previous research with cardiac-transplantation candidates. This study examines the existence of religious-coping styles in college students and tests the role of religious coping as a stress moderator of psychological and physical symptoms. Additional potential stress buffers were included to help explain the relationship between stress and symptomatology more completely. Results supported the existence of the three religious-coping profiles in students; however, no group differences were found for symptomatology. The role of religion in studies of stress for healthy individuals vs. clinical patients is discussed.     

大学生家庭功能与情绪表达性、情感体验的关系

本研究为探讨大学生家庭功能与情绪表达性、情感体验之间的关系,采用家庭亲密度和适应性量表、情感量表、情绪表达性量表对851名大学生进行施测,并利用结构方程模型进行分析。结果表明:(1)家庭功能对大学生情绪表达性及情感体验具有显著的预测作用;(2)情绪表达性在家庭功能与负性情感间具有部分中介作用。     

Increasing Positive Affect in College Students

Previous research has shown that self-focused writing interventions produce increases in positive affect. This paper examines whether writing about someone else will produce similar increases in positive affect in college students. In Experiment 1, participants wrote about their ideal future, the ideal future of a loved one, or their daily activities. In Experiment 2, participants wrote about three good things or three neutral things that happened either to themselves or to others. In both experiments, participants who wrote about positive outcomes reported increases in positive affect greater than the control group regardless of whether they wrote about themselves or wrote about others. In Experiment1, the increase in positive affect was greater for those who wrote about themselves than those who wrote about others. No such difference was found in Experiment 2. Negative affect change scores did not differ across the groups in either experiment. Implications of these findings are discussed.     

The MMPI-2 With College Students

MMPI-2 responses of 515 male and 797 female college students from four universities were examined. College students were compared with the new MMPI-2 normative sample on the clinical and validity scales. The reliability of MMPI-2 scores of college students were compared with reliabilities of the MMPI-2 normative sample. The results indicated that college students respond to the MMPI-2 in a highly similar manner to the MMPI-2 normative sample. Mean score differences on the validity and clinical scales were within 1 to 3 T-score points on most scales, and the frequency distributions of the college students were highly similar to those of the MMPI-2 normative samples, Slight differences obtained on the Pt, Sc, and Ma scales may reflect the younger age of the college groups compared to the MMPI-2 normative groups. The MMPI-2 norms were shown to be appropriate for use with college subjects. Test-retest correlation coefficients obtained from college students who were administered the MMPI-2 on two occasions showed reliabilities comparable to those found for the MMPI-2 normative sample.     

Understanding and Treating Perfectionistic College Students

In the first part of this article we present several perspectives on maladaptive perfectionism and discuss the origins and characteristics of this cognitive-behavioral pattern. In the second part of the article, we offer some recommendations for treating college students who are troubled by ego-dystonic perfectionism.     

Sexual Assault Programming for College Students

The authors discuss workshops designed to promote awareness of sexual assault and to provide education about such assault on college campuses.