Identification of vowels in "vowel-less" syllables by 3-year-olds

The ability of 3-year-old children to perceive the identity of vowels in full-vowel and silent-center, consonant-vowel-consonant (CVC) syllables was investigated using a two-alternative pointing procedure. Silence replaced the middle 10%, 35%, 65%, or 90% of the steady-state formants of synthetic "bad" and "bud" syllables. Identification of the two full-vowel syllables was 87% correct, whereas performance for the silent-center syllables was somewhat lower (72%, 70%, 67%, and 66% correct for the 10%, 35%, 65%, and 90% deletion stimuli, respectively). The performance of individual children fell into two subgroups: (1) those who performed like adults by maintaining correct vowel identification for all of the silent-center syllables, and (2) those who identified the full-vowel syllables correctly but performed at chance for all of the silent-center syllables. Three additional experiments showed that none of the children performed poorly when noise replaced the gap in the silent-center syllables. These results demonstrate that many 3-year-olds can identify vowels correctly in CVC syllables in the absence of the full spectral properties of steady-state formants.     

Metaphorically feeling: comprehending textural metaphors activates somatosensory cortex

Conceptual metaphor theory suggests that knowledge is structured around metaphorical mappings derived from physical experience. Segregated processing of object properties in sensory cortex allows testing of the hypothesis that metaphor processing recruits activity in domain-specific sensory cortex. Using functional magnetic resonance imaging (fMRI) we show that texture-selective somatosensory cortex in the parietal operculum is activated when processing sentences containing textural metaphors, compared to literal sentences matched for meaning. This finding supports the idea that comprehension of metaphors is perceptually grounded.     

Short-term memory errors for spoken syllables are affected by the linguistic structure of the syllables

Three experiments on short-term serial memory for spoken syllables are reported. The stimuli were CVC (consonant-vowel-consonant) syllables in Experiment 1, CCVs in Experiment 2, and VCCs in Experiment 3. Analyses of subjects' errors showed that the phonemes within a syllable were not equally free to break apart and recombine. Certain groups of phonemes-the vowel-final consonant group of a CVC, the initial cluster of a CCV, and a vowel-liquid group within a VCC-tended to behave as units. These results are consistent with the view that syllables are coded in terms of an onset (initial consonant or cluster) and a rime (remainder). Errors in short-term memory for spoken syllables are affected by the linguistic structure of the syllables.     

Processing the intensity of dichotic syllables

Subjects were required to match the intensity levels of the left- and right-ear members of dichotically presented nonsense syllables. When subjects matched the overall average intensities of a sequence of differing dichotic pairs no ear differences were observed. When repetitions of single dichotic pairs were matched right-ear syllables were judged louder than left-ear syllables. The results support a model predicting left-hemisphere superiority in a task permitting higher-level encoding of speech input.     

读道德真经 悟幸福之道

每个人都有自己的人生,但如何能让自己的人生过得幸福快乐一些,却是很多人不能解决的一个难题.人生或富或贵,或贱或贫,千姿百态,如何才能让自已过得幸福,这恐怕是让许多人都感到迷茫的问题,因此有人生不如意者十有八九之说,也就不足为奇了.果真如此的话,大家不妨抽出少许时间来读一读千古名著<道德经>.我相信你一定能从中受益匪浅的.     

Organizing factors in remembering and comprehending: A developmental analysis

This report describes an experiment that emphasizes: (a) the influence of organizing factors in remembering and comprehending and (b) the development of those skills that are related to the ability to organize. The analysis of the data was based on a theory of comprehension that emphasized a pair of interrelated processes, one providing for the construction of a schema or plan and the other for the semantic integration of items into the evolving plan. As predicted, adults perform more accurately with the paragraphs vs. the scrambled paragraphs and with the word lists as compared to the scrambled word lists. Accuracy with unrelated words is generally greater than with related words, a finding that is consistent with a reconstructive theory of remembering. The pattern of results for the 5th grade Ss is quite different: they perform more accurately with the scrambled paragraphs than with the paragraphs and somewhat more accurately with scrambled word lists rather than with word lists. These results were interpreted as evidence for a problem of control for the 5th grade Ss. We have assumed that the ability to process certain forms of information depends upon the ability to select and maintain an appropriate focus of attention. The results for these younger Ss suggest that their ability to file information into a schema as a filing system is compromised by the need to change or modify the filing system.     

Speech errors reflect the phonotactic constraints in recently spoken syllables, but not in recently heard syllables

Adults rapidly learn phonotactic constraints from brief production or perception experience. Three experiments asked whether this learning is modality-specific, occurring separately in production and perception, or whether perception transfers to production. Participant pairs took turns repeating syllables in which particular consonants were restricted to particular syllable positions. Speakers’ errors reflected learning of the constraints present in the sequences they produced, regardless of whether their partner produced syllables with the same constraints, or opposing constraints. Although partial transfer could be induced (Experiment 3), simply hearing and encoding syllables produced by others did not affect speech production to the extent that error patterns were altered. Learning of new phonotactic constraints was predominantly restricted to the modality in which those constraints were experienced.     

The Disenchantment of Nonsense: Understanding Wittgenstein's Tractatus

This paper aims to argue against the resolute reading, and offer a correct way of reading Wittgenstein's Tractatus. According to the resolute reading, nonsense can neither say nor show anything. The Tractatus does not advance any theory of meaning, nor does it adopt the notion of using signs in contravention of logical syntax. Its sentences, except a few constituting the frame, are all nonsensical. Its aim is merely to liberate nonsense utterers from nonsense. I argue that these points are either not distinctive from standard interpretations or incorrect. Instead, the Tractarian elucidations help to shed light on the nature of language and logic, and introduce the correct method in philosophy. Philosophy deals with philosophical utterances and Tractarian elucidations by pointing out that they are nonsensical. By doing this, one is helped to see that what they appear to be saying is shown by significant propositions saying something else.     

Wittgenstein and Nonsense: Psychologism,Kantianism, and the Habitus

This paper is a critical examination of Wittgenstein's view of the limits of intelligibility. In it I criticize standard analytic readings of Wittgenstein as an advocate of transcendental or behaviourist theses in epistemology; and I propose an alternative interpretation of Wittgenstein's view as a social contextualism that transcends the false dichotomy between Kantianism and psychologism. I argue that this social contextualism is strikingly similar to the social account of epistemic practices developed by Pierre Bourdieu. Through a comparison between Wittgenstein's and Bourdieu's view and an analysis of the notion of habitus , I try to show how social contextualism can account for the distinction between sense and nonsense without falling into transcendental constructivism or social behaviourism.     

Processing of syllables during handwriting: Effects of graphomotor constraints

The processing of syllables during the writing of isolated words has been shown to occur either before or during the writing of the word containing them. To demonstrate that this difference is related to graphomotor constraints, participants copied bi- and trisyllabic words three times, in four conditions where graphomotor constraints were gradually increased. As expected, latencies were only affected by syllable number in the low-constraint condition. In all four conditions, interletter intervals at syllable boundaries were longer than intrasyllabic interletter intervals. The difference between inter- and intrasyllabic intervals increased with the level of graphomotor constraint. Taken together, these findings indicate that under low graphomotor-constraint conditions, all the syllable processing takes place prior to the writing of a word, whereas under higher graphomotor-constraint conditions, syllable processing is more sequential, each syllable being processed just before it is written.     

Pointing Unknowingly: Fantasy, Nonsense and 'Religious Understanding'

Lewis, Charles M. (ed.), Relativity and Religion
Tessin, Timothy and von der Ruhr, Mario (eds), Philosophy and the Grammar of Religious Belief     

Between Metaphysics and Nonsense: Elucidation in Wittgenstein's Tractatus

There are currently two readings of Tractatus , the metaphysical and the therapeutic. I argue that neither of these is satisfactory. I develop a third reading, the elucidatory reading. This shares the therapeutic interpretation's emphasis on the idea that Wittgenstein's remarks are intended to work on the reader, but instead of seeing these remarks as directed (problematically) at revealing their own nonsensical status, I take the remarks to be aimed at bringing a certain order to the reader's perception of language. The point of this order, and the only test of it, is that it enables the philosophical problems to disappear. In particular, it dispels philosophical puzzlement concerning the status of logic, the relation between language and the world, and the relation between thought and language.     

Difficulties in comprehending causal relations among children with ADHD: the role of cognitive engagement

The present study examined whether time spent in long looks (i.e., >or=15 s), an index of cognitive engagement, would account for differences between children with attention deficit hyperactivity disorder (ADHD) and comparison children in understanding causal relations. Children viewed two televised stories, once in the presence of toys and once in their absence. Dependent variables were visual attention and questions tapping factual information and causal relations. Comparison children answered significantly more causal relations questions than did the children with ADHD, but only in the toys-present condition. Four lines of evidence revealed that the difficulties children with ADHD had in answering causal relations questions in the toys-present condition could be linked specifically to this group's decreased time spent in long looks.