Lexical processing in a non-native language: Effects of language proficiency and learning strategy

In three experiments, native Chinese speakers were asked to use their native and non-native languages to read and translate Chinese words and to name pictures. In Experiment 1, four groups of subjects with various degrees of proficiency in their second language, English, participated. In Experiments 2 and 3, subjects were first asked to learn a list of words in a new language, French, using either Chinese words or pictures as media; then they performed the reading, naming, and translation tasks. All subjects performed better in reading words than in naming pictures, when responding in Chinese. When the response was in the non-native language (English or French), high-learning subjects were equally efficient in translation and picture-naming tasks. Low-learning subjects, however, performed better in either the translation or the picture-naming task, depending on their learning strategies. These results are consistent with the idea that both proficiency in a non-native language and the strategy for acquiring the language are main determinants for the pattern of lexical processing in that language.     

The protestant work ethic as a cultural phenomenon

A central contention of much of the literature about the nature of work values and the meaning of work is that there is (or at least has been) a consensual work ethic operating in modern industrial societies. This premise has surprisingly, rarely been put to the test. In this paper, evidence for a modern work ethic is obtained from the European Values Survey. The link between this work ethic and religion is then explored. While one conclusion of the analysis is that it is still an identifiably Protestant ethic, contextual analysis demonstrates that the effect of a country's religious culture is more potent than the religious beliefs of the individual.     

句子理解的实验研究

在三种不同的条件下,对人验证句子的过程作了比较研究。结果表明,无论在哪种条件下,验证不同类型句子的时间模式是一致的。在句子-图形验证任务中,不管这些图形是抽象的符号还是与常识有关的具体事物的图形,其加工所需的时问基本上是相同的。但是,句子-常识验证所需的时间,要比句子-图形验证的时间明显地短。实验还表明,否定词在句中的位置,对句子的理解有一定的影响。     

特殊青少年感觉寻求特质的研究

本文对优秀少年、少年犯和普通少年进行了感觉寻求特质、认知复杂性、棒框测验和心率的研究。旨在检验和证实F.Farley的有关理论:高感觉寻求者由于寻求刺激方式的不同而具有两种不同的行为倾向;并深入探讨不同少年的认知和生理特点。实验结果表明,少年犯和优秀少年比普通少年具有更高的感觉寻求倾向。优秀少年和少年犯寻求刺激的方面是不同的。优秀少年的认知复杂性分数较高,并倾向于场独立性特征,对新异刺激倾向于朝向反射特点;少年犯则具有较低的认知复杂性和场依存性特征。     

Computational and reasoning abilities in arithmetic: Cross-generational change in China and the United States

A Chinese advantage over Americans was found for economically relevant computational and reasoning abilities in arithmetic for groups of 6th- and 12th-grade students matched or equated on general intelligence. No cross-national difference for computational or reasoning abilities was found for samples of older (60- to 80-year-old) Chinese and American adults equated on general intelligence. The pattern of change in arithmetical competencies across cohorts suggests that the Chinese advantage in 6th and 12th grade is due to a cross-generational decline in competencies in the United States and a cross-generational improvement in China.     

Book reviews

Modern American Religion, Vol. 3. Under God, Indivisible, 1941–1960 Martin E. Marty, 1996 Chicago: University of Chicago Press 548 pp. + xii. £27.96, US$34.95 ISBN 0–22–50898–6

Perspectives on New Religious Movements John A. Sauba, 1995 London: Geoffrey Chapman 240 pp., £12.99 (pb), £35.00 (hb) ISBN 0–225–66787–8 (pb),’ ISBN 0–225–66786‐X (hb)

New Religions and the New Europe Robert Towler, ed., 1995 Aarhus: Aarhus University Press 246 pp., £19.95 ISBN 87 7288 433 9

A New Dictionary of Religions John R. Hinnells, ed., 1995 Oxford: Blackwell 760 pp., US$74.95 (hb) ISBN 0–631–18139–3

Den Fremden verstehen: Eine Praktische Hermeneutik Theo Sundermeier, 1996 Göttingen: Vandenhoek & Ruprecht 260 pp. ISBN 3–525–01619–0

Religion and Mass Media: Audiences and Adaptations Daniel A. Stout & Judith M. Buddenbaum, eds, 1996 Thousand Oaks, California: Sage Publications 294 pp., £37.00 (hb), £18.50 (pb) ISBN 0–8039–7173–7 (hb), 0–8039–7174–5 (pb)

Contemporary Mainstream Religion: Studies from Humberside and Lincolnshire Peter G. Forster, ed., 1995 Aldershot: Avebury xxxvii +135 pp., £30.00 ISBN 1–8562–919–2

One Earth Many Religions: Multifaith Dialogue and Global Responsibility Paul F. Kntiter, 1995 Maryknoll, New York: Orbis xiv + 218 pp., US$17.00 ISBN 1–57075–037–8

A Wider Vision: A History of the World Congress of Faiths 1936–1996 Marcus Braybrooke, 1996 Oxford: Oneworld Publications 192 pp., £10.99, US$16.95 ISBN 1–85168–119–1

The Phenomenon of Teilhard: Prophet for a New Age David H. Lane, 1996 Macon, Georgia: Mercer University Press xvi +192 pp., US$21.95 ISBN 0–86554–498–0

The Wisdom of the Wyrd: Teachings for Today from our Ancient Past Brian Bates, 1996 London: Rider xiii +306 pp., £12.99 ISBN 0‐712E‐7277‐X

Desinformation als Methode. Die Bahā'ísmus‐Monographie des F. Ficicchia Udo Schaefer, Nicola Towfigh, Ulrich Gollmer, 1995 Hildesheim Georg Olms Verlag xiii + 685 pp., DM 65.00 (hb) ISBN 3–487–10041‐X

The New Latin American Mission History (Latin American Studies Series) Erick Langer & Robert H. Jackson, eds, 1995 Lincoln & London: University of Nebraska Press 212 pp., £15.95 (pb), £32.95 (hb) ISBN 0–8032–7953–1 (pb), ISBN 0–8032–2911–9 (hb)

Gender Rituals: Female Initiation in Melanesia Nancy C. Lutkehaus & Paul B. Roscoe, eds, 1995 New York Routledge 265 pp., £13.99 (pb), £37.50 (hb) ISBN 0–415–91107–9 (pb), ISBN 0–415–91106–0 (hb)

Daughters of Anowa: African Women and Patriarchy Mercy Amba Oduyoye, 1995 Maryknoll, New York: Orbis Books 229 pp., US$18.00 (pb) ISBN 0–88344–999–4

Christianity in Africa: The Renewal of a Non‐Western Religion Kwame Bediako, 1995 Edinburgh: Edinburgh University Press; Maryknoll: Orbis Books 276 pp., £16.95 ISBN 0–7486–0625–4

The Christian Heritage in the Holy Land Anthony O'Mahony with Goran Gunner & Kevork Hintuan, eds, 1995 Epping, Essex: Scorpion Cavendish xi + 320 pp., £15.95 ISBN 1–900269–06–6 (pb)

Patterns of the Sacred: English Protestant and Russian Orthodox Pilgrims of the Nineteenth Century Ruth & Thomas Hummel, 1995 Epping, Essex: Scorpion Cavendish ix + 76 pp., £10.00 ISBN 1–900269–08–2 (pb)

Pilgrimage Past and Present: Sacred Travel and Sacred Space in the World Religions Simon Coleman & John Elsner, 1995 London: British Museum Press 240 pp., Illus., £20.00 ISBN 0–7141–1738–2     

A human-centered approach for designing World-Wide Web browsers

Because the World-Wide Web has features that are not found in traditional information systems, it has some unique problems pertaining to human use, such as the difficulty of searching for specific information. This paper describes human cognitive limitations pertinent to the design of Web browsers and provides a conceptual model for human information processing on the Web. It also compares user strategies and use of browser functions for two tasks that differ in the specificity of the information that is to be retrieved. General principles and specific recommendations for the design of Web browsers are derived from these considerations.     

Opportunities For Learning: Course Sequences and Positional Advantages

Course sequences are strands of courses in particular content areas that span a student's educational career. Courses that are differentiated and sequentially organized, such as mathematics and science course sequences, create opportunities for positional advantages in a school's curricular structure. When students make a nonroutine change of schools – that is, transferring to a school outside of the regular attendance zone – they are at risk of changing their positional advantage. Using data from the National Education Longitudinal Study of 1988–94 (NELS:88–94), we examine the educational outcomes of sequences and explore curricular dislocations within the context of school choice. We find that the strongest predictors of 12th-grade mathematics and science course sequences are a student's course sequences at 10th grade. With regard to outcomes, students in higher mathematics and science sequences show greater achievement gains. Furthermore, students in higher mathematics sequences are less likely to have behavior problems and are more likely to graduate from high school and attend college. Students who make a nonroutine change of schools are more likely to be in lower course sequences than students who do not transfer. Thus, course sequences in mathematics and science are tangible experiences with real consequences for students' lives during and beyond high school and are sensitive to transitions which disrupt the continuity of students' high school careers.     

小学儿童合取概念的形成及其与元认知的关系

采用个别访谈与问卷相结合的方法．研究了小学四、五、六年级共48名儿童合取概念的形成及其元认知的发展。结果表明．小学儿童形成合取概念的能力发展既具有渐进性,又有不均衡性;其元认知知识水平和元认知监控能力的发展均呈现出稳中有变的趋势;各年级的元认知能力与形成合取概念的步数之间均存在非常显著的相关。