In languages with flexible constituent order (so-called free word order languages), available orders are used to encode given/new distinctions; they therefore differ not only syntactically, but also in their
context requirements. In Experiment 1, using a self-paced reading task, we compared Russian S V IO DO (canonical), DO S V
IO and DO IO V S constructions in appropriate vs. inappropriate contexts (those that violated their context requirements).
The context factor was significant, while the syntax factor was not. The less pronounced context effect evidenced in previous
studies (e.g., Kaiser and Trueswell in Cognitioin 94:113–147, 2004) might be due to the use of shorter target sentences and less extensive contexts. We also demonstrated that the slow-down
starts at the first contextually inappropriate constituent, which shows that the information about context requirements is
taken into account immediately, but that it develops faster on preverbal subjects and postverbal indirect objects (occupying
their canonical positions) than on preverbal indirect objects (occupying a noncanonical position, or scrambled). In Experiment 2, these findings were replicated for IO S V DO and IO DO V S orders. S V IO DO orders with a continuation
were used to show that there is no additional effect of inappropriate context at the end of the sentence. 相似文献
Although homework completion is said to be rather important to achievement, nowadays there is a growing concern of educators about the increasing number of students who do not engage properly on doing the homework tasks and the subsequent impact on school failure rates. Focusing on English as a Foreign Language (EFL) and using a sample of 591 Portuguese fifth and sixth graders, the present study analyses the role played by a number of homework variables on students' achievement (proximal and distal), and their mediating role on the use of self-regulated learning strategies and perceived self-efficacy in the domain. Data confirm the indirect effect of homework on school achievement, by means of the referred cognitive and motivational variables (use of self-regulated learning strategies and self-efficacy). These findings are further discussed in order to highlight the significant role homework completion can play on fighting school failure. 相似文献
This paper tests the efficacy of an intervention program in virtual format intended to train studying and self-regulation strategies in university students. The aim of this intervention is to promote a series of strategies which allow students to manage their learning processes in a more proficient and autonomous way. The program has been developed in Moodle format and hosted by the Virtual Campus of the University of Oviedo. The present study had a semi-experimental design, included an experimental group (n=167) and a control one (n=206), and used pretest and posttest measures (self-regulated learning strategies' declarative knowledge, self-regulated learning macro-strategy planning-execution-assessment, self-regulated learning strategies on text, surface and deep learning approaches, and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge, general and on text use of learning strategies, increased their deep approach to learning, decreased their use of a surface approach and, in what concerns to academic achievement, statistically significant differences have been found in favour of the experimental group. 相似文献
The present study investigated the neural correlates of infant discrimination of very similar linguistic varieties (Quebecois and Parisian French) using functional Near InfraRed Spectroscopy. In line with previous behavioral and electrophysiological data, there was no evidence that 3‐month‐olds discriminated the two regional accents, whereas 5‐month‐olds did, with the locus of discrimination in left anterior perisylvian regions. These neuroimaging results suggest that a developing language network relying crucially on left perisylvian cortices sustains infants’ discrimination of similar linguistic varieties within this early period of infancy. 相似文献
Research on Child and Adolescent Psychopathology - The conceptual overlap between mind-wandering and attention-deficit/hyperactivity disorder (ADHD)-related impairments is considerable, yet little... 相似文献
Neuropsychology Review - Hyperbaric oxygen therapy (HBOT) is a modality of treatment in which patients inhale 100% oxygen inside a hyperbaric chamber pressurised to greater than 1... 相似文献
Goal complexes, which are formed by pairing standards of competence strivings with their underlying reasons, are essential to an understanding of achievement goal regulation. This paper examines goal complexes that cross other-approach and other-avoidance goals with the approach-avoidance dimensions of Big Three motives as underlying reasons. 220 undergraduates participated in Study 1 which developed and validated the Self-Attributed Motive Scale to measure hope of success, fear of failure, hope of affiliation, fear of rejection, hope of power, and fear of loss of power. Additionally, 235 undergraduates participated in Study 2 where goal complexes were created by crossing the motive items developed in Study 1 with other-approach and other-avoidance goals. The predictive utility of the resultant goal complexes was examined in relation to positive well-being (positive learning-related emotions and engagement), negative well-being (negative learning-related emotions and burnout), and academic buoyancy. The contributions of the studies to the self-attributed motive and goal complex literatures are discussed.
Knowing to what extent applicant reactions are related to stable individual differences and not only to characteristics of a selection procedure is important for the design and administration of the selection procedure and for dealing with applicants. The aim of this study was to explore relationships between individual differences (Big Five, core self‐evaluations, trait affectivity, and general mental ability) and applicants' perceptions of an operational assessment center (AC). Data from 294 applicants revealed that individual difference variables explained significant variance in their perceptions of the AC, even after controlling for self‐rated and actual performance. Based on these results, the nature of the applicant pool should be considered for designing selection procedures, dealing with applicants, and for research purposes. 相似文献