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In three experiments a series of nonsense syllables ending in consonants was presented to adult subjects who had to discover or learn a rule classifying the syllables into two groups. The rule was based either on the voicing of the final consonants or on an arbitrary division of them. Subjects performed better with the voicing than with the arbitrary rule only when there was a straightforward relationship between the voicing rule and the plural formation rule in English or, more generally, when voicing assimilation with an added consonant was involved and attention was focused on the sound and articulation of the syllables. We conclude that the voicing distinction is not ordinarily accessible and that individuals easily learn and use phonological rules involving voicing assimilation because of articulatory constraints on the production of consonant clusters. 相似文献
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Gerald Goldstein Ralph E. Tarter Carolyn Shelly Andrea Hegedus 《Journal of psychopathology and behavioral assessment》1983,5(3):227-238
This paper presents a new neuropsychological screening battery for psychiatric patients. It takes 1.5 to 2 hr to administer and briefly assesses general level of performance, memory, language skills, attention, and spatial-constructional abilities. Scoring and profiling are computerized. Initial validation based on discriminant analysis of a group of brain-damaged and non-brain-damaged psychiatric patients yielded a diagnostic accuracy level of 84.51%. Cross-validation on a different population led to a substantial attrition of classificatory accuracy, but cross-validation based on a comparison between two samples drawn from a homogeneous population yielded substantially less attrition. It was concluded that while the battery discriminates accurately in a homogeneous population, it is necessary to develop separate norms for populations varying in level of impairment. 相似文献
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Andrea Levitt Alice F. Healy David W. Fendrich 《Journal of psycholinguistic research》1991,20(4):337-363
Treiman (1983) and others have argued that spoken syllables are best characterized not as linear strings of phonemes, but as hierarchically organized units consisting of an onset (initial consonant or consonant cluster) and a rime (the vowel and any following consonants) and that the rime is further divided into a peak or nucleus (the vowel) and a coda (the final consonants). It has also been argued that the sonority (or vowel-likeness) of the consonant closest to the peak, which is a function of its phonetic class, may have an effect on the strength of boundaries determined by the hierarchical division of the syllable (e.g., Treiman, 1984). We examined the evidence for syllable-internal structure and for sonority in two experiments that employed visually presented stimuli and lexical decision, naming, and reading tasks. Our results provide support for the breakdown of the rime into a peak and a coda and for an effect of the sonority of the postvocalic consonant on that break. This pattern occurred only in our lexical decision tasks, so the effect is assumed to be postlexical. We did not find an effect of the onset-rime boundary, perhaps because of an unanticipated effect of word frequency. Our results are discussed in terms of phonological coding in short-term memory. 相似文献
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Mental arithmetic abilities were studied among unschooled African adults and American college students. A set of problems tested the use of the four basic arithmetic operations. Performance was analyzed for: strategies, implicit arithmetic principles, and explicit explanations of the principles. Both groups showed accurate mental arithmetic strategies related to the base ten structure of their native counting systems. The American students' mental strategies additionally made use of algorithms based on written place values. Several principles were implicit in the calculation strategies of both groups, and both used these principles to short-cut calculations. Though the African subjects did not, the American subjects did describe these abstract principles in explicit common language or algebraic expressions. Relationships between schooling and cognition are discussed. 相似文献
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Dipl.-Psych. Andrea Hirschmann 《Psychotherapeut》2007,52(3):218-222
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Hussong Andrea M. Midgette Allegra J. Thomas Taylor E. Coffman Jennifer L. Cho Su 《Journal of abnormal child psychology》2021,49(9):1113-1123
Research on Child and Adolescent Psychopathology - The current longitudinal study examines changes in overall mental health symptomatology from before to after the COVID-19 outbreak in youth from... 相似文献