四种语音意识干预模式对小学生英文单词朗读作用的比较

采用前-后测对比组的准实验设计,将84名小学三年级学生分配到四种语音意识干预组,即:单纯的音素意识训练组、字母-音素意识二合一训练组、字母-音标-音素意识三合一训练组和字母-音标-反切意识三合一训练组,旨在比较四种语音意识干预模式对于小学三年级学生英语语音意识和英文单词朗读技能的作用。结果表明:(1)就音素合成与音素替换技能的训练而言,字母-音标-反切意识三合一训练模式,都会产生一定的优势;(2)四种语音意识干预模式,不仅能够显著地提高小学三年级学生的英文单词朗读技能,而且能够使他们将经过干预而获得的朗读技能迁移到陌生词的朗读之中;(3)虽然四种语音意识干预模式都能够显著地促进小学三年级学生的英文单词朗读技能,但是,字母-音素意识二合一训练模式的促进作用最大。     

Jumping to conclusions in the less-delusion-prone? Further evidence from a more reliable beads task

BackgroundA single meta-analysis has found that healthy people with higher delusion-proneness tend to gather less information (i.e., make fewer draws to decision, or DTD) on the beads task, although the findings of contributing studies were mixed, and the pooled effect size was small. However, using a new and more reliable “distractor sequences” beads task, we recently found a positive relationship between delusion-proneness and DTD in a healthy sample. In the current study, we re-tested this relationship in a new sample, and tested the possibility that the relationship is driven by participant’s ability to understand and use odds or likelihood information (“odds literacy”).MethodsHealthy participants (N = 167) completed the distractor sequences beads task, the Peters Delusions Inventory (PDI) which measures delusion-proneness, a measure of odds literacy, and the Depression, Anxiety, and Stress scale.ResultsPDI and DTD were positively correlated, and comparing PDI quartiles on DTD confirmed a statistically significant trend of increasing DTD with PDI quartile. Odds literacy was positively rather than negatively associated with both DTD and PDI. Anxiety was positively correlated with PDI and DTD.ConclusionsWe replicated our earlier finding that DTD and delusion-proneness were positively related in a non-clinical sample, but found that increased odds-literacy did not drive lower PDI and DTD, and hence did not explain their covariance. It is possible however that anxiety and co-occurring risk aversion drive increased delusion-proneness and information-gathering, potentially accounting for the positive relationship between PDI and DTD.     

Complex Trauma Symptoms in Former Ugandan Child Soldiers

Children exposed to repeated interpersonal trauma often develop symptoms that exceed those documented in criteria for post-traumatic stress disorder (PTSD) and are better described with the emerging concept of developmental trauma disorder (DTD). This study examines complex trauma symptoms in a sample of 330 former Ugandan child soldiers (age 11–17 years, 49% female). Prevalence rates were 33.0% for PTSD, 36.4% for depression, and 78.2% for DTD. Whereas PTSD symptoms were significantly related to traumatic war experiences and depression, DTD symptoms were significantly associated with experiences of domestic violence, community violence, social support, and depression. Assessment tools and tailored interventions for DTD are urgently needed.     

Liquid level detector with automatic refill and depletion indicator

An electromechanical device is described that provides the means for measuring the amount of water consumption from a storage device and for an automatic refill system. The instrument uses three sensing electrodes located in the storage bottle to drive a solid-state Darlington circuit, which, in conjunction with two liquid solenoid valves, controls the operation of the system.     

Process dissociation of sight vocabulary and phonetic decoding in reading: a new perspective on surface and phonological dyslexias

Recent research on developmental dyslexia has suggested a phonological core deficit hypothesis (e.g., Manis, Seidenberg, Doi, McBride-Chang, & Peterson, 1996; Stanovich, Siegel, & Gottardo, 1997) whereby pure cases of developmental phonological dyslexia (dysfunctional phonetic decoding processing but normal sight vocabulary processing) can exist, but pure cases of developmental surface dyslexia (dysfunctional sight vocabulary processing but normal phonetic decoding processing) should not. By applying Jacoby's (1991) and Lindsay and Jacoby's (1994) process dissociation procedure to the reading of regular and exception words, we present a method that serves to estimate readers' reliance on sight vocabulary and phonetic decoding during real word recognition. These reliance estimates are then used in Castles and Coltheart's (1993) regression-based approach to identify normal readers and developmental dyslexics. This new method: (1) allows one to explore normal reading acquisition and both the delay and deviance accounts of developmental dyslexia, (2) provides an alternative to matching dyslexics to both chronological-age and reading-age control groups, and (3) uses only real words. We present evidence that pure cases of developmental surface dyslexia can be obtained with both Castles and Coltheart's measure as well as our own, and that developmental surface dyslexia is not simply a delayed reading deficit. The theoretical importance and utility of estimates of reliance on sight vocabulary and phonetic decoding is discussed.     

Instrumentation for an electrocutaneous communication device

The device described is a prototype that uses spatiotemporal resolution for electrocutaneous stimulation. Signals initiated through a keyboard activate a matrix of four electrodes that may be applied to the fingers, forearm, abdomen, back, or other parts of the integument. The instrumentation described includes a pulse generator, the active time and delay time controls, the control of the total length of a pulse train, and the constant-current generators whose output is fed into the electrodes. This device may be used as an interface with an alphanumeric device (e.g., a calculator or computer) and as a basic instrument in research investigating the spatial and temporal resolving capacities of the skin senses.     

Equipment for the study in braille of operating processes reading

The device described in this paper measures the spatial coordinates of the fingers of blind readers decoding texts written in braille. A light-emitting diode is fixed onto each of the two reading fingers, and a television camera with a MOS pickup device delivers a signal from which is extracted the information required to deduce the vertical and horizontal coordinates of the fingers. The results of these measurements appear as eight-digit binary numbers available for real-time computer data processing.     

A Dual Coding Theoretical Model of Decoding in Reading: Subsuming the Laberge and Samuels Model

In this article we present a detailed Dual Coding Theory (DCT) model of decoding. The DCT model reinterprets and subsumes The LaBerge and Samuels (1974) model of the reading process which has served well to account for decoding behaviors and the processes that underlie them. However, the LaBerge and Samuels model has had little to say about comprehension processes. Its subsumption into DCT provides an account of decoding in DCT terms and connects it to the established DCT explanation of comprehension. Relevant research evidence is reviewed. We propose that this constitutes an incremental advancement toward unifying theories in reading.     

Can Developmental Trauma disorder be distinguished from posttraumatic stress disorder? A confirmatory factor Analytic Test of Four Structural Models

Research on Child and Adolescent Psychopathology - Developmental Trauma Disorder (DTD) is a proposed child psychopathology diagnosis with emotion/somatic, attention/behavioral, and self/relational...     

Direct measurement of the system latency of gaze-contingent displays

Gaze-contingent displays combine a display device with an eyetracking system to rapidly update an image on the basis of the measured eye position. All such systems have a delay, the system latency, between a change in gaze location and the related change in the display. The system latency is the result of the delays contributed by the eyetracker, the display computer, and the display, and it is affected by the properties of each component, which may include variability. We present a direct, simple, and low-cost method to measure the system latency. The technique uses a device to briefly blind the eyetracker system (e.g., for video-based eyetrackers, a device with infrared light-emitting diodes (LED)), creating an eyetracker event that triggers a change to the display monitor. The time between these two events, as captured by a relatively low-cost consumer camera with high-speed video capability (1,000 Hz), is an accurate measurement of the system latency. With multiple measurements, the distribution of system latencies can be characterized. The same approach can be used to synchronize the eye position time series and a video recording of the visual stimuli that would be displayed in a particular gaze-contingent experiment. We present system latency assessments for several popular types of displays and discuss what values are acceptable for different applications, as well as how system latencies might be improved.     

不同汉字解码技能与小学生阅读理解的关系

探讨不同汉字解码技能在小学生阅读理解发展中的作用。208名二、四年级学生完成了认读准确性、流利性、声旁意识、形旁意识等汉字解码技能测验及阅读理解和言语理解测验。结果表明,汉字解码技能是阅读理解变异的重要来源。汉字认读准确性对二、四年级学生的阅读理解均有显著的独立贡献,汉字认读流利性仅对二年级学生有显著的独立贡献,声旁与形旁意识没有显著的独立贡献。结果对认识儿童阅读发展及有效促进阅读学习具有启示。     

DataVision: A computer-based system for generating and reading digital information accompanying video images on videotape

An Apple IIe-based system is described that generates both machine-readable and human-readable numbers for recording with visual information on videotape. Hardware and software components of the encoding system are detailed. An automatic decoding system that reads the numbers from videotape into computer memory is also described. Current applications of the system are briefly discussed.     

A microcomputer interface for decoding telemetry data and displaying them numerically and graphically in real time

A microcomputer (IBM-PC) interface for decoding ultrasonic telemetry pulse-modulated signals from either unisensor or multisensor (time-multiplexed) transmitters is described. Pulse intervals, recorded by the interface, and corresponding independently measured parameter levels (i.e., swimming directions, speeds, depths, water temperature, and ambient irradiance levels) are entered into a calibration file. The IBM-PC uses this file to convert the signal’s pulse intervals to sensor states and displays these in real time. States of up to eight multiplexed sensors can be displayed concurrently in either numerical or graphical format (as histograms) with low resolution (16 axis divisions) or, for a particular sensor, with high resolution (70 axis divisions). The circuit components mount on the IBM Prototype Card (with foil for interfacing logic) allowing easy installation in the IBM-PC’s expansion slot. The 35K of controlling software is written in Pascal with four subroutines in assembly language.     

A multichannel,portable, “real-time” event encoder-decoder for laboratory and field experiments

An easily constructed, low-cost, portable device is described for observational recording in field studies, or for stimulus programming in the laboratory. The system uses phase-locked loop integrated circuits for recording events in real-time. Multiple events can be simultaneously recorded on a single track of audio cassette tape and subsequently decoded using the same circuit.     

Posed and spontaneous communication of emotion via facial and vocal cues1

Subjects' facial expressions were videotaped without their knowledge while they watched two pleasant and two unpleasant videotaped scenes (spontaneous facial encoding). Later, subjects' voices were audiotaped while describing their reactions to the scenes (vocal encoding). Finally, subjects were videotaped with their knowledge while they posed appropriate facial expressions to the scenes (posed facial encoding). The videotaped expressions were presented for decoding to the same subjects. The vocal material, both the original version and an electronically filtered version, was rated by judges other than the original senders. Results were as follows: (a) accuracy of vocal encoding (measured by ratings of both the filtered and unfiltered versions) was positively related to accuracy of facial encoding; (b) posing increased the accuracy of facial communication, particularly for more pleasant affects and less intense affects; (c) encoding of posed cues was correlated with encoding of spontaneous cues and decoding of posed cues was correlated with decoding of spontaneous cues; (d) correlations, within encoding and decoding, of similar scenes were positive while those among dissimilar scenes were low or negative; (e) while correlations between total encoding and total decoding were positive and low, correlations between encoding and decoding of the same scene were negative; (f) there were sex differences in decoding ability and in the relationships of personality variables with encoding and decoding of facial cues.     

A Computational Model of the Self‐Teaching Hypothesis Based on the Dual‐Route Cascaded Model of Reading

The self‐teaching hypothesis describes how children progress toward skilled sight‐word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self‐teach new orthographic knowledge. We present a new computational implementation of self‐teaching within the dual‐route cascaded (DRC) model of reading aloud, and we explore how decoding and contextual cues can work together to enable accurate self‐teaching under a variety of circumstances. The new model (ST‐DRC) uses DRC’s sublexical route and the interactivity between the lexical and sublexical routes to simulate phonological recoding. Known spoken words are activated in response to novel printed words, triggering an opportunity for orthographic learning, which is the basis for skilled sight‐word reading. ST‐DRC also includes new computational mechanisms for simulating how contextual information aids word identification, and it demonstrates how partial decoding and ambiguous context interact to achieve irregular‐word learning. Beyond modeling orthographic learning and self‐teaching, ST‐DRC’s performance suggests new avenues for empirical research on how difficult word classes such as homographs and potentiophones are learned.