4~7岁儿童汉字正字法意识的发展

本研究采用两项实验考察学龄前儿童正字法意识的发展情况。实验1选取146名4~7岁儿童被试,要求其在计算机上完成词汇判断任务,刺激材料分为部件错误非字,部件位置错误非字,假字和真字。结果显示：大班在两项非字条件上的正确率均显著高于假字,而小班各条件差异均不显著;中班在部件位置错误非字上的正确率显著高于假字。表明学龄前儿童的正字法意识已经开始逐渐发展,且部件位置意识比部件意识容易获得。实验2采用Tobii T120型眼动仪,记录24名大班儿童在词汇判断（同实验1）过程中对刺激项目关注的眼动行为,从实时加工的过程探讨学龄前儿童正字法意识的发展。结果显示：儿童对部件错误非字/部件位置错误非字的目标部件的晚期关注程度显著高于假字,有力地证明：学龄前大班儿童已经具有部件和部件位置的意识。     

Parental Meta-Emotion Philosophy in Families with Conduct-Problem Children: Links with Peer Relations

We addressed the question of whether mothers of conduct-problem (CP) children differ from mothers of non-CP children in their awareness and coaching of emotion, and also examined whether mother's awareness and coaching of emotion is associated with better peer relations in CP children. Meta-emotion philosophy, assessed through audio taped interviews, and preschool children's peer relations, observed in same-sex dyadic interaction with a close friend, were investigated in families with CP and non-CP children. Results indicated that mothers of CP children were less aware of their own emotions and less coaching of their children's emotions than mothers of non-CP children. Moderation analyses revealed that children's level of aggression moderated the relationship between mother's meta-emotion and children's peer play. For both aggressive and nonaggressive children, higher levels of mother awareness and coaching of emotion was associated with more positive and less negative peer play, although effects were stronger for families with nonaggressive children. These data suggest that both aggressive and nonaggressive children can benefit when parents are more aware and coaching of emotion. Implications for the development of an intervention program aimed at improving parental awareness and coaching of emotion is discussed.     

Do maternal interaction and early language predict phonological awareness in 3- to 4-year-olds?

The present study reports longitudinal data on how phonological awareness is affected by mother–child interaction and the child’s language development. Sixty-six Finnish children were videotaped at 12 and 24 months of age with their mother, during joint play episodes, to assess maternal sensitivity and with an experimenter to test the children’s vocabulary. Phonological awareness was assessed at 36 and 48 months of age using tasks on detection of words that begin and end with common sound patterns. The results of Structural Equation Modeling (SEM) indicated that the precursors of phonological awareness can be traced to the earliest stage in vocabulary learning. Differences in both the mothers’ interactional sensitivity and the children’s vocabulary in infancy appear to contribute to progress in language acquisition, and particularly to phonological awareness years before reading instruction starts.     

Early orthographic influences on phonemic awareness tasks: Evidence from a preschool training study

Experienced readers show influences of orthographic knowledge on tasks ostensibly tapping phonemic awareness. Here we draw on data from an experimental training study to demonstrate that even preschoolers show influences of their emerging orthographic abilities in such tasks. A total of 40 children were taught some letter-sound correspondences but not others. A selective effect of this training was found on their phonemic awareness task performance for the trained items. These findings point to the multidetermined nature of performance on tasks normally considered as measuring phonemic awareness and have implications for theories of the role of phonemic awareness in reading acquisition.     

Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: evidence from Czech and English children

Two studies investigated the importance of phoneme awareness relative to other predictors in the development of reading and spelling among children learning a consistent orthography (Czech) and an inconsistent orthography (English). In Study 1, structural equation models revealed that Czech (n=107) and English (n=71) data were fitted well by the same predictors of reading and spelling. Phoneme awareness was a unique predictor in all models. In Study 2, Czech (n=40) and English (n=27) children with dyslexia showed similar deficits on phoneme awareness relative to their age- and spelling-matched control peers. Phoneme awareness appears to be a core component skill of alphabetic literacy, which is equally important for learners of consistent and inconsistent orthographies.     

汉语学龄前儿童正字法意识的发展

本研究选择北京地区幼儿园3岁、4岁、5岁儿童各31、48、33名, 采用单部件意识测验和部件位置及功能意识测验系统探查了学龄前儿童的正字法意识各个层面的发展状况。单部件意识测验包括部件替换、部件缺失和部件旋转三个部分; 部件位置及功能意识测验分为假字和非字两个部分, 而非字又包括两形非字和形声非字。结果发现单部件意识测验中, 5岁组儿童在部件替换水平上的得分显著高于3岁组儿童, 而3岁组与4岁组、4岁组与5岁组儿童之间无显著差异; 部件缺失和部件旋转水平上, 三个年龄段的儿童的得分表现出明显的增长趋势。部件位置及功能意识测验中, 假字得分在三个年龄段之间无显著差异; 非字得分随年龄增长显著提高。这些结果表明, 单部件意识在学前期处于不断发展的阶段, 其中对部件替换的非字的拒绝能力发展较早, 部件缺失和部件旋转非字的拒绝能力发展较晚; 部件位置及功能意识在学前期已经开始发展, 3岁儿童已经具有假字符合正字法规则的认识, 但对非字违反部件位置合法性和功能完整性的认识直到4岁左右才开始萌芽, 5岁还未成熟。     

Predictors of Reading Comprehension in Children with Cerebral Palsy and Typically Developing Children

Predictors of reading comprehension were evaluated in 41 children with cerebral palsy and 74 typically developing children between the ages of 6 and 12 years. Regression analyses were conducted to determine the relative contributions of measures of phonemic awareness, receptive vocabulary, and general reasoning to variance in reading comprehension. All three independent variables were statistically significant predictors of reading comprehension in both groups of participants. The impact of phonemic awareness on reading comprehension was moderated by age, but only in the typically developing group. Within the group with cerebral palsy, there was an indirect effect of functional expressive ability on reading comprehension, mediated by phonemic awareness. It is concluded that largely the same variables predict reading comprehension in children with cerebral palsy as in typically developing children, but that children with cerebral palsy continue to rely on phonological processing for a more protracted period of time.     

Paired associate learning in Chinese children with dyslexia

A total of 82 Chinese 11- and 12-year-olds with and without dyslexia were tested on four paired associate learning (PAL) tasks, phonological awareness, morphological awareness, rapid naming, and verbal short-term memory in three different experiments. Experiment 1 demonstrated that children with dyslexia were significantly poorer in visual-verbal PAL than nondyslexic children but that these groups did not differ in visual-visual PAL performance. In Experiment 2, children with dyslexia had more difficulties in transferring rules to new stimuli in a rule-based visual-verbal PAL task as compared with children without dyslexia. Long-term retention of PAL was not impaired in dyslexic children across either experiment. In Experiment 3, rates of visual-verbal PAL deficits among children with dyslexia were all at or above 39%, the highest among all cognitive deficits tested. Moreover, rule-based visual-verbal PAL, in addition to morphological awareness and rapid naming ability, uniquely distinguished children with and without dyslexia even with other metalinguistic skills statistically controlled. Results underscore the importance of visual-verbal PAL for understanding reading impairment in Chinese children.     

The relationship between emotion awareness and somatic complaints in children and adolescents: Investigating the mediating role of anxiety and depression

The objective of this study was to examine if emotion awareness in children and adolescents (age 7–18 years old) is directly related to somatic complaints, and if this relationship holds when considering symptoms of anxiety and depression as mediating factors. A number of questionnaires measuring emotion awareness, symptoms of anxiety and depression and somatic complaints were administered to Dutch schoolchildren (N?=?617). A path model was constructed, with the use of structural equation modelling. The results showed that two aspects of emotion awareness (bodily awareness and differentiating between emotions) contributed to the prediction of somatic complaints. However, this was no longer the case when controlling for symptoms of anxiety and depression. Thus, in this study, no direct relation was found between emotion awareness and somatic complaints. Instead, the relation was perfectly mediated by symptoms of anxiety and depression. The results suggest that focusing only on the relation between emotion awareness and somatic complaints is an oversimplified perspective that falls short as a starting point to find therapeutic solutions for children who suffer from somatic complaints.     

汉语普通话儿童复合词法意识的发展研究

研究旨在考察5、6、7、8岁的汉语儿童在偏正、述宾和主谓三种复合词法意识上的发展状况。词法判断任务的结果发现:5岁组三种词法意识之间无显著差异;6岁和7岁组的偏正意识和述宾意识无显著差异,但均优于主谓意识;8岁组偏正意识优于述宾意识,且二者依然均优于主谓意识。以上结果表明汉语儿童的复合词法意识发展具有不平衡性,由强到弱呈现出偏正述宾主谓意识的词法结构效应,这种强弱趋势可能与词法独立性和句法独立性之间的冲突以及复合词的中心性差异有关。     

Maternal Meta-Emotion Philosophy Moderates Effect of Maternal Symptomatology on Preschoolers Exposed to Domestic Violence

Exposure to domestic violence in the preschool years is consistently associated with children’s heightened risk for developing behavior problems. Maternal meta-emotion philosophy (awareness, acceptance, and coaching of children’s emotions) has been identified as an important protective factor in children’s development of internalizing and externalizing behaviors following exposure to domestic violence. However, mothers who are victims of domestic violence often experience symptoms of depression, anxiety, and post-traumatic stress, which may undermine their capacity to respond to their children’s negative emotions. The present study examines the protective role of maternal meta-emotion philosophy among mothers and preschool-aged children exposed to domestic violence. Participants were 95 mothers (mean age?=?31.78) and their preschool-aged children (mean age?=?4.11) who had witnessed domestic violence involving their mothers. Multiple regression analyses, controlling for family socioeconomic status and child exposure to interpersonal violence in the family, indicated that maternal symptomatology was positively associated with children’s internalizing problems. In addition, maternal awareness and coaching of children’s negative emotions was found to moderate relations between maternal symptomatology and children’s internalizing behaviors, and maternal awareness of children’s negative emotions was found to moderate relations between maternal symptomatology and children’s externalizing behaviors. These findings expand our understanding of maternal meta-emotion philosophy as a protective factor for preschoolers who have witnessed domestic violence.     

语音意识、语素意识和快速命名在儿童言语发展中的作用

以130名幼儿园小、中、大班儿童为研究对象,通过分层回归,系统比较了语音意识、语素意识和快速命名三种认知技能在学前儿童口语词汇、汉字识别和阅读理解等言语能力发展中的作用和相对重要性,结果发现:(1)学前儿童的各项能力随着年龄的增加而显著提高;(2)除了年龄因素之外,语音意识和语素意识是解释口语词汇的重要变量;(3)在控制了年龄和口语词汇量之后,语音意识、语素意识和快速命名能力都分别对汉字识别成绩具有独立的预测作用;(4)在控制了年龄、口语词汇量、汉字识别和其他两种认知技能之后,只有语素意识仍然能够独立预测阅读理解成绩,表明语素意识对于汉语阅读能力的发展具有独特的作用.     

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.     

汉语儿童英语口语词汇与阅读学习的关系

以120名四、五年级小学儿童为被试,探讨汉语儿童英语口语词汇与阅读学习的关系,并检验了英语语音意识在其中的中介作用。结果表明:(1)汉语儿童的英语口语词汇与阅读学习之间存在密切关系。控制一般认知能力和母语口语词汇的影响后,英语口语词汇对阅读学习仍具有显著的预测作用。其中,英语口语词汇产生对于英语单词认读的预测作用更重要,英语口语词汇理解则对英语单词理解的预测作用更重要。(2)英语口语词汇产生既可以直接作用于英语单词认读、理解和假词拼读,也部分通过英语语音意识的中介间接作用于英语阅读;英语口语词汇理解对英语单词理解也具有直接作用,并部分地通过英语语音意识的中介发挥间接作用     

The relationship between emotion awareness and somatic complaints in children and adolescents: Investigating the mediating role of anxiety and depression

The objective of this study was to examine if emotion awareness in children and adolescents (age 7-18 years old) is directly related to somatic complaints, and if this relationship holds when considering symptoms of anxiety and depression as mediating factors. A number of questionnaires measuring emotion awareness, symptoms of anxiety and depression and somatic complaints were administered to Dutch schoolchildren (N?=?617). A path model was constructed, with the use of structural equation modelling. The results showed that two aspects of emotion awareness (bodily awareness and differentiating between emotions) contributed to the prediction of somatic complaints. However, this was no longer the case when controlling for symptoms of anxiety and depression. Thus, in this study, no direct relation was found between emotion awareness and somatic complaints. Instead, the relation was perfectly mediated by symptoms of anxiety and depression. The results suggest that focusing only on the relation between emotion awareness and somatic complaints is an oversimplified perspective that falls short as a starting point to find therapeutic solutions for children who suffer from somatic complaints.     

错误意识判断对ADHD儿童错误觉察的影响特点

将GO/NO-GO任务范式和错误意识判断范式相结合,对21名ADHD儿童,27名正常儿童,在错误监控中的错误觉察水平进行考察,结果表明:1)ADHD儿童能够正常觉察到自己的错误反应;2)错误意识判断任务诱发出ADHD儿童的错误延迟效应,这种作用,既是因为该任务能够刺激ADHD儿童的有意觉察,又因为该任务无形中增加了GO/NO-GO任务中的刺激间隔时间。该结果表明,增加刺激间隔时间,可能会促使ADHD儿童改变错误后的反应策略,对错误反应进行错误调节,提高其错误监控水平。     

Managing dyspraxia: Pre-school teachers’ perceptions,experiences and strategies

Dyspraxia is a childhood developmental disorder that manifests as a difficulty in thinking, planning, and executing planned movements or tasks. Dyspraxia affects approximately 5–6% of school-aged children. This study aimed to explore pre-school teachers’ awareness and understanding of dyspraxia, and the support they desire for teaching children with dyspraxia. Informants were 15 pre-school teachers from the Cape Peninsula, South Africa (black = 1; coloured/mixed race = 13; white = 1). The teachers completed semi-structured interviews regarding their awareness and knowledge of dyspraxia and the support they require to better facilitate the learners’ development. A thematic analysis of the data suggested that the teachers were aware of the behavioural and cognitive difficulties associated with dyspraxia and that they need to seek professional development to enhance their management of children with dyspraxia. Early intervention strategies, in partnership with the parent carers of the children, appear to hold good prospects for the successful management of dyspraxia among school-aged children.     

小学低年级儿童口语词汇知识的发展轨迹及其影响因素

以149名小学生为研究对象, 对其口语词汇知识进行了历时3年的5次追踪测试, 采用潜变量增长模型探索了小学1~3年级学生汉语口语词汇知识的发展轨迹, 并考察了语音意识、同形语素意识、复合语素意识和家庭社会经济地位对口语词汇知识发展轨迹的影响。结果发现：(1) 1~3年级学生口语词汇知识发展轨迹呈曲线形式, 其中前两年呈线性发展, 三年级时呈加速发展, 发展速度是前期发展的两倍, 起始水平和发展速度均存在显著的个体差异; (2)语音意识、同形语素意识、复合语素意识和家庭社会经济地位均可以正向预测学生口语词汇知识的起始水平; (3)只有同形语素意识和家庭社会经济地位可以正向预测学生口语词汇知识的发展速度。     

Are belief‐based justifications associated with metalinguistic awareness? A cross‐sectional study in school‐age children

Previous research has consistently demonstrated that false‐belief (FB) understanding correlates with and predicts metalinguistic ability in preschoolers. Surprisingly, however, there is scant evidence on the question of whether this relation persists at later ages. The present cross‐sectional study sought to fill this gap by examining the association between FB understanding, belief‐based justifications and metalinguistic awareness. A sample of 150 children primary‐school children between 8 and 11 years of age were administered a test of receptive language, a second‐order theory‐of‐mind task and a comprehensive metalinguistic battery. The results of correlational and regression analyses showed that explicit metalinguistic awareness (in particular, performance in the Ambiguity and Phonemic Segmentation subtests) was significantly predicted by children's belief‐based responses to the justification question in the theory of mind task but only for children with small receptive vocabularies; in contrast, FB understanding made no independent contribution (either alone or in interaction with other measures). These findings complement and advance existing data by showing that, in school‐age children, the association between the 2 domains involves more mature, verbally explicit levels of FB understanding and metalinguistic awareness.

Highlights

• We examined the relation between metalinguistic awareness and theory‐of‐mind in primary‐school children.
• Metalinguistic awareness was associated to belief‐based justifications, but only for children with small vocabulary.
• In school‐age children the ability to provide verbal justifications plays a key role in the relation between theory‐of‐mind and metalinguistic awareness.

     

一年级汉语儿童语素意识与口语词汇的双向关系:追踪研究的证据

以145名小学一年级儿童为被试,进行为期6个月的追踪,考察了儿童复合、同音和同形等不同层面语素意识与口语词汇的双向关系。结果发现:(1)控制了年龄、一般认知能力、语音意识及口语词汇的自回归效应后,同音和复合语素意识对口语词汇的发展具有显著的预测作用。(2)控制了相关变量及自回归效应后,口语词汇能够显著预测复合、同音和同形语素意识的发展。