Orthographic combinability and phonological consistency effects in reading Chinese phonograms: an event-related potential study

In this study, event-related potentials (ERPs) were used to trace the temporal dynamics of phonological consistency and phonetic combinability in the reading of Chinese phonograms. The data showed a significant consistency-by-combinability interaction at N170. High phonetic combinability characters elicited greater negativity at N170 than did low phonetic combinability characters, and the combinability effect was only found in the reading of high consistency characters. The results support the phonological mapping hypothesis of the reading-related N170 effect and suggest that the earlier stages of visual word recognition are shaped by the mapping of orthography to phonology even in Chinese. Moreover, our data revealed both consistency and combinability effects at P200 and N400, accounted for by the two-stage framework for visual word recognition. That is, characters with high combinability or high consistency facilitated the earlier stages of orthographic or phonological processing which were due to increased activation at the perceptual level; consequently, less positive P200 was demonstrated. In the later stages, high combinability or high consistency characters were associated with a larger semantic neighborhood, which increased semantic competition and exaggerated the N400 effect. These data support the assumption of radical-based inputs proposed by the lexical constituent model. However, the phonetic consistency effects found at N170 and P200 cannot be reconciled with the current framework of the lexical constituent model. A possible revision will be discussed.     

The Effect of Terminologies on Attitudes Toward Advertisements and Brands: Consumer Product Knowledge as a Moderator

Purpose  

The purpose of this study is to investigate the relationship between advertisement terminology and consumer product knowledge in the attitudes toward advertisements and brands.     

A cognitive maze

A cognitive maze was developed to study perceptual and conceptual processes in the discovery of relationships through inductive inference and flexible shifting of mental sets adaptive to changed problems. For example, the experimenter-tester presents a list of digits in consecutive pairs; subject-testee is asked to select one digit from each pair and tester answers "right" or "wrong" according to whether the choice agrees or disagrees with the hidden principle fixed for that particular problem. After reaching criterion, the principle is stated explicitly, and a new problem involving a different principle (odd or even number, high or low value, simple or double alternation) is presented. In two pilot studies, numbers of trials and errors to criterion correlated strongly with scores on WAIS Arithmetic, Digit Span, and Block Design for a randomly selected heterogeneous group of 10 testees and with course grades for 25 college students. This maze can be administered and scored by computer. Applications are many.     

Relative effects of scopolamine and electroconvulsive shock upon habit reversal in white rats

30 adult male white rats were equally divided into control, scopolamine, and electroconvulsive shock groups to learn 20 successive reversal problems in an E-maze for water after 23 1/2 hr. of deprivation. The noncorrection method was used. After 1 mo. of preliminary training, each scopolamine animal received an intraperitoneal injection of 1 mgm of scopolamine hydrobromide per kgm of body weight while each in the shock group was given an ECS of 35 mA for .2 sec. at the end of every 10 daily trials. When a rat obtained 9 correct of 10 trials, the goal was switched to the opposite side of the maze. Controls were much superior to both experimental groups. While scopolamine animals experienced more detrimental effects initially, they caught up with the shock group and finally became superior. This shift is interpreted in terms of building tolerance to scopolamine and increasing anxiety to shock as effects of differential treatments accumulated.     

Contribution of growth, fatness, and activity to weight disturbance after septohypothalamic cuts in adult hamsters

The mechanism responsible for weight stability in adult hamsters was investigated by (a) transecting the dorsoventrally oriented nerve pathways between the septal area and hypothalamus (SH cuts) and (b) partitioning the observed increases in the rate of weight gain into three contributory components: changes in somatic growth, in body fatness, and in energy expended as voluntary activity on horizontal disks. Between 60% and 70% of the weight increase after SH cuts was due to acquisition of lean body mass, and 30%-40% of weight increase consisted of excess body fat. After SH cuts, serum growth hormone and insulin concentrations were increased on Day 14, food intake was increased between Day 2 and Day 42, skeletal lengths were greater on Day 77, and voluntary activity levels were 84% lower on Days 10-45, relative to control hamsters. It is concluded that dorsoventrally oriented nerve pathways in the septal area are involved in the control of growth, maintenance of body fat reserves, and voluntary activity and that they contribute to the maintenance of stable body weight in adult hamsters.     

Xenophobia, ethnic community, and immigrant youths' friendship network formation

Immigrant youth often rebuild their friendships and other social networks after arriving in a new country. The difficulties involved can threaten their psychosocial development. Formation of social networks needs to be understood within the macro sociocultural context that shapes the experience. Nonetheless, the current literature on social network formation rarely captures that context. Knowledge about immigrant youths' social network, for example, is often embedded in assimilation, ethnic identity, and adaptation literature. This paper examines how the sociocultural context enables immigrant youth to rebuild their friendship networks. A critical ethnography was conducted in the northwest region of the United States. Sixteen Taiwanese immigrant youth and their parents (N = 13) participated in the study. Data collection consisted of semi-structured in-depth interviews, a demographic questionnaire, and participant observations. The findings showed that because of limited English proficiency, the youth kept at a distance from American peers to avoid nervousness and embarassment. Further analysis, derived from xenophobia, found that limited English proficiency increases segregation between American peers ("we") and immigrant youth ("the other"). The English as a Second Language program inadvertently perpetuates the immigrants' sense of "otherness" and increases the odds of their becoming targets of discrimination. A protective factor for these youths is living near an ethnic community because the inclusion of coethnics increases new friendship networks. Knowledge about the teen culture in coethnics' countries of origin (China, Hong Kong, or the United States), also influences their selection of friends.     

Biological knowledge is more tentative than physics knowledge: Taiwan high school adolescents' views about the nature of biology and physics

Many educational psychologists believe that students' beliefs about the nature of knowledge, called epistemological beliefs, play an essential role in their learning process. Educators also stress the importance of helping students develop a better understanding of the nature of knowledge. The tentative and creative nature of science is often highlighted by contemporary science educators. However, few previous studies have investigated students' views of more specific knowledge domains, such as biology and physics. Consequently, this study developed a questionnaire to assess students' views specifically about the tentative and creative nature of biology and physics. From a survey of 428 Taiwanese high school adolescents, this study found that although students showed an understanding of the tentative and creative nature of biology and physics, they expressed stronger agreement as to the tentativeness of biology than that of physics. In addition, male students tended to agree more than did females that physics had tentative and creative features and that biology had tentative features. Also, students with more years of science education tended to show more agreement regarding the creative nature of physics and biology than those with fewer years.     

A model for assessing student interaction with educational software

We present a simple model of generative learning that permits us to define four kinds of interactions and a system for tracing and recording how students use educational technology. We believe that this model will maintain a link between interaction and learning, thus providing one method for the assessment of a wide range of educational technology environments. Two results are presented from an evaluation of ConStatS, a program for teaching conceptual understanding of probability and statistics. The results illustrate the kinds of insight into generative learning that a detailed trace method can provide.