Implicit statistical learning in language processing: Word predictability is the key

Fundamental learning abilities related to the implicit encoding of sequential structure have been postulated to underlie language acquisition and processing. However, there is very little direct evidence to date supporting such a link between implicit statistical learning and language. In three experiments using novel methods of assessing implicit learning and language abilities, we show that sensitivity to sequential structure – as measured by improvements to immediate memory span for structurally-consistent input sequences – is significantly correlated with the ability to use knowledge of word predictability to aid speech perception under degraded listening conditions. Importantly, the association remained even after controlling for participant performance on other cognitive tasks, including short-term and working memory, intelligence, attention and inhibition, and vocabulary knowledge. Thus, the evidence suggests that implicit learning abilities are essential for acquiring long-term knowledge of the sequential structure of language – i.e., knowledge of word predictability – and that individual differences on such abilities impact speech perception in everyday situations. These findings provide a new theoretical rationale linking basic learning phenomena to specific aspects of spoken language processing in adults, and may furthermore indicate new fruitful directions for investigating both typical and atypical language development.     

Curriculum-based measurement of math problem solving: A methodology and rationale for establishing equivalence of scores

The purpose of this article is to discuss curriculum-based measurement (CBM) as it is currently utilized in research and practice and to propose a new approach for developing measures to monitor the academic progress of students longitudinally. To accomplish this, we first describe CBM and provide several exemplars of CBM in reading and mathematics. Then, we present the research context for developing a set of seven curriculum-based measures for monitoring student progress in math problem solving. The rationale for and advantages of using statistical equating methodology are discussed. Details of the methodology as it was applied to the development of these math problem solving measures are provided.     

Consumer response journey following a product-harm crisis: The role of online brand communities

Online brand communities can serve as a crucial information source about a product-harm crisis and allow consumers to seek information from others and share their opinions in a social dynamic environment. The role of an online brand community in shaping consumer responses following such a crisis nevertheless remains under-researched. Drawing from attribution theory, this research explores the dynamic and holistic consumer journey in online brand communities following a product-harm crisis, specifically examining consumer attribution as the key mechanism and consumers' decision to forgive the brand as the outcome response. This research includes two studies. First, a netnographic pilot study is conducted to provide real-world evidence for the research phenomenon and to explore consumer responses within the natural setting of an online brand community. Second, the main study uses an interpretivist epistemological approach to track the unfolding process and capture the evolution of consumer attribution and forgiveness. The results show the social nature of attribution as members engage with others in online brand communities, seeking and verifying information, sensemaking and forming opinions. The findings make theoretical contributions to the literature on attribution and product-harm crisis. The findings from the research also help brands make informed decisions on crisis management strategies.     

汉字双向启动效应的实验研究

以五类高、中、低频汉字为材料．用词汇决定任务与诵读回忆任务间的相互启动方法,对汉字启动效应进行了初步探讨。结果发现,形与音都具有启动作用;低频字表现出受到或产生更大的抑制性启动作用;对于真伪识别任务,则诵读回忆任务中与其字形相似的字产生的启动效果更大;对于诵读回忆任务,则真伪识别任务中与其字音相似的字产生的启动效果更大．结果表明,字形与字音启动作用的大小取决于目标字加工中二者相对作用的大小。     

听障儿童认知抑制控制的脑电特点

通过认知抑制控制的Stroop范式运用事件相关电位考察听障儿童和对照组儿童在认知抑制控制方面的行为特点以及脑内时程特点。行为结果显示:(1)两类被试在一致条件下认知抑制控制的正确率显著高于不一致条件,反应时显著快于不一致条件,表现出冲突效应;(2)组间结果显示,听障儿童的认知抑制控制正确率显著低于对照组儿童,反应时上差异不显著。脑电结果显示:(1)不一致条件在N450上的负激活显著高于一致条件,听障儿童比对照组儿童诱发了更负的N450波幅;(2)不一致条件在SP上的正激活显著高于一致条件,两类被试在SP上差异不显著。结果提示听障儿童在认知抑制控制过程中的冲突监测功能存在障碍,这是由于冲突监测过程中注意分配能力受损所致。     

时间记忆的理论与实验范型

从时距、时点和参照时间三个方面评述了７０年代至今所提出的９种时间记忆理论,分析了时间记忆实验在操作任务、实验维度和实验指标上的范型,进而提出了分段综合的研究构想。     

Psychological Dysfunction in Southeast Asian Refugees as Mediated by Sense of Coherence

Investigated Antonovky's (1979, 1987) construct of sense of coherence (i.e., an individual's belief that the world was comprehensible, manageable, and meaningful) as the internal psychological mechanism mediating the effects of external stressors (generalized resistance deficits) and resources on psychological dysfunction (measured by depression, anxiety, and psychosocial dysfunction) in 2,234 Vietnamese, Cambodian, Laotian, Hmong, and Chinese-Vietnamese refugees. Generalized resistance and deficits significantly predicted sense of coherence as well as psychological dysfunction. The amount of variance accounted for increased significantly when the mediating effect of sense of coherence was tested using a path analysis. Sense of coherence significantly reduced the predictive power of generalized resistance and deficits in the psychological dysfunction models. Results support the hypothesized mediating role of sense of coherence. Thus, interventions aiming to enhance Southeast Asian refugees' functioning may gain in effectiveness by targeting and promoting their sense of coherence.