Becoming a bilingual teacher in a Chinese university: a case study

Higher education in China has developed significantly over the past decades. Many universities have established cooperative partnerships with western universities, and overseas courses are being progressively introduced to China. At many Chinese universities, a cohort of teachers endeavor to open up bilingual subjects as a bridge to their students’ future learning; accordingly, there are higher expectations of the teachers involved in bilingual education and challenges for their professional development. In this case study, the researcher invites a Chinese professor to reflect on his experiences of bilingual instruction at a university situated in central China. After describing how the bilingual course in the case study was set up and the difficulties confronted, this study uses theories of hybrid identity and third space to contextualize how bilingual teachers experience hybrid identity construction and transformation in their adaptation to the new challenges. This in-depth study will shed light on the professional development of bilingual teachers in China’s higher education industry.     

Asymmetries of reading and writing kanji by Japanese children

The present study aims at investigating the nature of kanji learning by focusing on various types of relationships between reading (naming) and writing of isolated kanji. Prominent asymmetries were found in normal children. There were a double asymmetrical type and two single asymmetrical types of kanji. Parallel to these asymmetries, asymmetrical children were identified, i.e., some children could read kanji they could not write and others could write kanji they could not read. These asymmetries are considered to arise from linguistic properties of kanji such as graphic complexity, multiple readings (inter-pretations), homophony, and the lack of phonological cues, as well as from children's strategies in processing kanji. The question of why kanji learning is difficult is also discussed.The cooperation of Mr. F. Torikoshi and Mr. T. Kuramoto, Nakano-Higashi Primary School, and the invaluable comments of Prof. E. B. Coleman, University of Texas at El Paso, are gratefully acknowledged.     

Perceptual grouping between successively presented stimuli and its relation to visual simultaneity and masking

Summary A 4×4 matrix of dots was presented by a tachistoscope. The first and the third columns of the stimulus pattern were presented first for 20 ms and then the second and the fourth columns were presented for 20 ms with SOAs of 0 to 170 ms. Luminous dots on a dark background, black dots on a white background, and black dots and small outline circles on a white background were used in Experiments I, II, and III, respectively. In each experiment, 5 Ss were asked to report whether the stimulus dots were seen as 4 horizontal rows or 4 vertical columns, and whether they were seen simultaneously or successively. The experimental results showed that the time range of successive grouping was nearly the same as that of perceptual simultaneity in Experiments I and II, but was much greater than the latter in Experiment III where the similarity factor favored successive grouping. Successive grouping generally occurred in the same time range with visual masking of dot patterns by random dots, temporal organization of patterns from successive stimulus elements. But the time range was generally wider than those of contrast reduction caused by temporal luminance summation, metacontrast, and apparent movement.A part of this study was conducted during the junior author's stay at Chiba University and presented by him at the 20th International Congress of Psychology at Tokyo, August 13–19, 1972 (Yamada and Oyama, 1972)     

Developmental Deep Dyslexia in Japanese: A Case Study

This report demonstrates the existence of developmental deep dyslexia involving Japanese orthography. When asked to read (or name) isolated kanji, T.S., a sixth grader with a normal IQ and no speech impairment, produced a number of visual, selection, and semantic errors. It is suggested that these errors arise from an interaction between phonological coding impairment and the relative sparing of direct visual processing, which are taken to be characteristic of developmental deep dyslexia. A selection hypothesis is presented to explain selection errors, semantic errors, and some peculiar phenomena observed in acquired dyslexics.     

Role of selective attention in artificial grammar learning

To investigate the role of selective attention in artificial grammar (AG) learning, participants were presented with “GLOCAL” strings—that is, chains of compound global and local letters. The global and local levels instantiated different grammars. The results of this experiment revealed that participants learned only the grammar for the level to which they attended. The participants were not even able to choose presented but unattended strings themselves. These results show that selective attention plays a critical role in AG learning.     

The relationship between masculinity and the Type A behavior pattern: the moderating effects of femininity

The purpose of the study was to examine whether a high level of masculinity is associated with the Type A behavior pattern, and whether the level of femininity moderates any main effect for masculinity. The subjects were 743 male and 560 female undergraduate students. In the statistical analysis, we found evidence of the masculinity effect on every Type A score, and a moderating effect of femininity on the “speed‐power” subscale score. We discuss the validity of four models of the functions of masculinity and femininity, and consider the moderating effect of femininity in the light of the interactive androgyny model.     

宋代理学家的犯罪心理学思想研究

以二程和朱熹为代表的理学家的犯罪心理学思想比较丰富,对后世的犯罪心理学思想的发展具有重要影响。这里,我们拟从人性与犯罪、人欲与犯罪、刑罚与教化等三个方面对宋代理学家的犯罪心理学思想作一些初步探讨。     

肯定类型对扩展接触改善同性恋态度的影响

采用单因素两水平(同伴肯定、权威肯定)的被试间实验,探究扩展群际接触干预下,不同的肯定类型对改善同性恋态度的效果差异。结果表明:(1)对于同性恋群体的外显态度比较积极,对同性恋群体的内隐偏见比较明显,二者存在分离现象;(2)扩展接触可以改善对同性恋群体的外显态度和内隐态度;(3)扩展接触情境下,相比同伴肯定,权威肯定能够明显改善对同性恋者的外显态度和内隐态度。     

A case report of compensation in daily life of a person with memory problems: detailed functional use of memory aids over a five-year period

Numerous studies have been conducted on memory aids for memory-impaired people. However, it is not known how they use these memory aids in a functional, practical way. A 20-year-old patient (MH) was monitored for five years to identify what memory aids or other means she used and how she used them to compensate for her memory problems, e.g., forgetting what was said by others in a few minutes and getting lost or turning in the wrong direction on a walk or in a building. Results indicated MH did not necessarily always use memory aids such as a notebook or calendar to compensate for her memory problems, although MH and her mother reported that she frequently used them in daily life. She coped with memory problems by using various "resources" besides the memory aid. These facts suggest that it may be necessary to redefine functionally useful compensations, which include both memory aids and resources in daily life.