不同文章难度条件下文化特征类型熟悉度对阅读理解的影响

该研究考察了非英语专业具有不同英语语言水平学习者在不同难度条件下两种文化特征熟悉度对阅读理解的影响。研究发现：（1）语言水平高,或对材料背景熟悉的学习者可通过调用熟悉的文化背景知识帮助阅读理解,其得分均高于低水平,或对材料不熟悉的学习者;（2）在熟悉的文化背景条件下,当材料难度与学习者语言水平基本一致时,语言水平低的学习者也可较好地运用熟悉的文化背景知识帮助阅读理解。实验结果表明：文化特征的内容熟悉度和英语语言水平（或文章难度）对阅读理解起着重要作用,语言水平越高,作用越大。     

对未来思考的思考

未来思考是前瞻性思考,旨在解决人生发展任务。人类的未来思考有多种类型。从是否具有现实性上来看,可以把未来思考分为两种主要形式：期望和幻想。幻想抑制动机和行为,但是,如果对幻想和不利现实因素进行心理对照,幻想就可以转变成执行性意图,这是因为心理对照过程能够产生美好未来和当前现实的同时通达。我们还探讨了习惯于不同自我监控思维模式的人对待时间、失败的人格差异,并提出了进一步的研究方向。     

汉字输入法对汉字字词加工的影响研究

用形似判断和同音判断作业就输入法对汉字字词加工的影响作了考察。结果表明,汉字输入法及输入速度对小学生语文学习存在明显的影响．但这种影响作用仪表现在汉字认知加工的较低层面。具体本研究而言,纵横输入法和拼音输入法对汉字认知加工的“形”和“音”均存在影响,但前者侧重于“形”．而后者侧重于“音”。笔者认为其直接原因是学生为提高汉字输入速度所付出的额外练习(相比于输入速度低的学生)所导致的．输入法充当了一种作用载体。     

应对研究中的生态学思想述评

应对是心理学界研究的热点,对应对相关研究中的生态学思想进行挖掘、梳理、总结并进一步推广是非常有意义的,能够使应对的研究更加深入,更具真实性。对国内外应激—应对模型、应对与发展、应对与生态学、应对与环境方面的研究探讨进行总结,挖掘其中的生态学思想,为日后应对的理论和实证研究奠定基础,并基于此提出了应对的生态瞬时评估（EMA）研究的设想。     

Five models of players' rule behavior for game balance

Abstract We present a five-part model of players' rule behaviors in a multiplayer online game (utilization, emergence, usefulness, usefulness-balance, and balance-usefulness). The model was identified through a pilot study involving nine expert players. The model fitness was then verified in a main experiment involving eighteen regular players. Our results showed that the utilization (4 players) and emergence (4 players) models were most frequently used, followed by the balance-usefulness (3 players), usefulness (3 players), and usefulness-balance (2 players) models. The coding scheme for this research was built from video observations and a literature review. We suggest this model is applicable for the implementation of a human-like virtual character's artificial intelligence algorithm in the game editors and the server loader for quality assurance.     

判断杠是断定力的符号吗?——借助胡塞尔的“信念变异”学说澄清弗雷格逻辑学中的一个问题

弗雷格认为,句子的断定力真正展现了逻辑学所关心的"真"。并且与语词"真"的冗余论一致,他认为日常语言中缺少与断定力相应的符号。然而,弗雷格却似乎在他所发明的概念文字中为断定力指派了一个特殊的符号:判断杠。本文试图论证,尽管弗雷格直至学术生涯的最后阶段仍然坚持将判断杠保留在其逻辑语言系统之中,但概念文字中的这一设计并不符合他关于逻辑与真之关系的模糊洞见。在论证的关键一步中,我们将借助于胡塞尔关于"信念变异"的学说来澄清"判断"与"断定"之间被弗雷格所忽视的区别。在此基础上,我们最后将简要地提示出对弗雷格关于逻辑与真之关系的模糊洞见进行解读的方向。     

颈动脉病变的治疗现状

颈动脉病变尤其是颈动脉狭窄治疗上的分歧,颈动脉内膜切除术受欧美学者推崇,颈动脉支架成形技术受国内学者青睐,本文就近年来的文献复习发现颈动脉内膜切除术和颈动脉支架成形术各有相宜的适应证.各有优缺点,根据各自医院的设备条件、医师对颈动脉内膜切除术和颈动脉支架成形术熟悉程度来开展工作,对颈动脉狭窄治疗均有益处,存在的问题和困难还需进一步完善.     

经脐单孔免气腹腹腔镜阑尾切除术

总结经脐单孔免气腹腹腔镜行阑尾切除术的优势。对40例阑尾炎患者行经脐单孔免气腹腹腔镜阑尾切除术。结果手术均获成功,无中转开腹,所有手术患者均痊愈出院,无手术并发症及死亡。经脐单孔免气腹腹腔镜阑尾切除术能扩大腹腔镜阑尾切除术适应证,增加了手术的安全性。而且其良好的美容效果是传统腔镜手术不具备的。     

Visual perceptual learning

Perceptual learning refers to the phenomenon that practice or training in perceptual tasks often substantially improves perceptual performance. Often exhibiting stimulus or task specificities, perceptual learning differs from learning in the cognitive or motor domains. Research on perceptual learning reveals important plasticity in adult perceptual systems, and as well as the limitations in the information processing of the human observer. In this article, we review the behavioral results, mechanisms, physiological basis, computational models, and applications of visual perceptual learning.     

An image is worth a thousand words: why nouns tend to dominate verbs in early word learning

Nouns are generally easier to learn than verbs (e.g., Bornstein, 2005; Bornstein et al., 2004; Gentner, 1982; Maguire, Hirsh-Pasek, & Golinkoff, 2006). Yet, verbs appear in children's earliest vocabularies, creating a seeming paradox. This paper examines one hypothesis about the difference between noun and verb acquisition. Perhaps the advantage nouns have is not a function of grammatical form class but rather related to a word's imageability. Here, word imageability ratings and form class (nouns and verbs) were correlated with age of acquisition according to the MacArthur-Bates Communicative Development Inventory (CDI) (Fenson et al., 1994). CDI age of acquisition was negatively correlated with words' imageability ratings. Further, a word's imageability contributes to the variance of the word's age of acquisition above and beyond form class, suggesting that at the beginning of word learning, imageability might be a driving factor.