中文文本熟悉性在词切分和词汇识别中的作用

基于E-Z读者模型和中文阅读的整合模型, 词切分和词汇识别是否属于交互作用的统一过程存在争议。通过转换阅读方向来操纵文本熟悉性, 研究其在词切分和词汇识别中的作用。实验1考察中文文本熟悉性和词间空格促进作用之间的权衡。使用Eyelink 1000记录40名大学生在中文阅读中的眼动特征。结果发现：词间空格对中文阅读的促进作用在阅读训练后消失, 表明中文阅读中文本熟悉性和词间空格的促进作用之间存在权衡。实验2操纵文本熟悉性和词频来探究文本熟悉性在词汇识别中的作用, 结果发现：文本熟悉性和词频在早期指标上的交互作用; 阅读训练和词频不存在交互作用, 表明文本熟悉性影响词汇识别的早期加工阶段。研究结果表明中文阅读的词切分和词汇识别可能是顺序加工, 支持E-Z读者模型。     

Visual attention shift to printed words during spoken word recognition in Chinese: The role of phonological information

The aim of this study was to investigate the extent to which phonological information mediates the visual attention shift to printed Chinese words in spoken word recognition by using an eye-movement technique with a printed-word paradigm. In this paradigm, participants are visually presented with four printed words on a computer screen, which include a target word, a phonological competitor, and two distractors. Participants are then required to select the target word using a computer mouse, and the eye movements are recorded. In Experiment 1, phonological information was manipulated at the full-phonological overlap; in Experiment 2, phonological information at the partial-phonological overlap was manipulated; and in Experiment 3, the phonological competitors were manipulated to share either fulloverlap or partial-overlap with targets directly. Results of the three experiments showed that the phonological competitor effects were observed at both the full-phonological overlap and partial-phonological overlap conditions. That is, phonological competitors attracted more fixations than distractors, which suggested that phonological information mediates the visual attention shift during spoken word recognition. More importantly, we found that the mediating role of phonological information varies as a function of the phonological similarity between target words and phonological competitors.     

汉语阅读中词N+2的预视对高频词N+1加工影响的眼动研究

本研究采用边界范式,控制单字词N+1的预视加工负荷和词N+2首字的预视信息类型,探讨了汉语阅读中词N+2的预视对高频单字词N+1加工产生的影响。结果发现,当词N+1的预视为低加工负荷时,词N+2首字的预视对词N+1的加工产生了显著的影响;当词N+2首字的预视字与词N+1正字法相似,并且只呈现在副中央凹中时,显著的阻碍了词N+1随后的加工。结果表明,副中央凹中词N+2能够获得预视加工,可能获得正字法预视信息并对随后词N+1的加工产生了影响,并且这种影响受词N+1的预视加工负荷的调节。实验结果符合注意梯度指引模型的假设。     

The concept of risk and responsible conduct of research

Assessment of risk is one of the key issues in the field of responsible conduct of research which covers discourses of research ethics and research integrity. The principle of minimizing risks and balancing of risks and benefits is one of the main requirements of research ethics. In addition, the content of informed consent that is another fundamental principle of research ethics derives from the assessment of risks and benefits related to a particular research project. Risk assessment also plays a crucial role in methodological design of the research project. This is an important point where research ethics and research integrity discourses overlap. Firstly, because the choice of a control group (e.g., placebo control) is a key ethical issue related to the protection of the research subjects' interests. Secondly, because the quality of the research data, that is one of the key elements of research integrity, is closely connected to the choice of research methodology as well. The problem of biased interpretation or manipulation of risk related features of biomedical research should also be taken into account. Despite the importance of the concept of risk to the field of biomedical research, its relevance has not yet attracted a sufficient attention in the responsible conduct of research debate.     

The protection of patients’ rights in clinical trials

The Helsinki Declaration is a very important document regarding the protection of patients’ rights in clinical trials and one of the fundamental sources of operational principles for every ethics committee. Although they have been updated, the international guidelines for ethics committees continually fail to address certain issues pertaining to the protection of patients’ rights in clinical trials. These issues include, most significantly, the method of electing ethics committees (a free, secret ballot should be preferred to direct appointment), the avoidance of conflict of interest during the election of ethics committee members, and the necessary insurance coverage for the participants of clinical trials. Polish law should, on the other hand, be developed in such way as to not limit the effectiveness of ethics committees in protecting patients’ rights in clinical trials. The ideal solution would be to draft a uniform law concerning not only clinical trials, but all medical experiments. The opinions of experts who have been reviewing medical research projects for several years may prove to be especially valuable in this setting. This paper was presented at the 6th International Bioethics Conference on the subject of ‘The Responsible Conduct of Basic and Clinical Research’, held in Warsaw, Poland, 3–4 June 2005. The author is Chairman, Bioethics Committee of the Warsaw Regional Chamber of Physicians and Dentists.     

The mentor and the trainee in academic clinical medicine

Medicine is a scientific discipline, but it is sometimes difficult to separate what is scientific and what is a clinical, practical activity. Man is the object, but he is always the subject of medical research and therefore these two elements become closely bound together by a thread of moral interdependencies. Every mentor of a young academic and all institutions dealing with the teaching of and research into medicine must understand multidimensional, multifaceted, and multilevel aspects of their activity and give them due regard in the educational process. The educational mission of an academic institution and of the teacher working there may be summed up in one phrase: Teach thinking! At the same time, the task of a school and the individual mentor is to teach the student to distinguish personal freedom from a lack of the feeling of responsibility. The medieval principle “Universitas magistrorum et scholarium”, and thus the corporation, the community of teachers and students, has not lost any of its relevance and value today. The situation is, in its far-reaching consequences, tragic in which the “insufficiently tutored teach”. Both physician and teacher, and especially physician-teacher, are not only professions, but also callings. This paper was presented at the 6th International Bioethics Conference on the subject of ‘The Responsible Conduct of Basic and Clinical Research’, held in Warsaw, Poland, 3–4 June 2005.     

Neural bases of binocular rivalry

During binocular rivalry, conflicting monocular images compete for access to consciousness in a stochastic, dynamical fashion. Recent human neuroimaging and psychophysical studies suggest that rivalry entails competitive interactions at multiple neural sites, including sites that retain eye-selective information. Rivalry greatly suppresses activity in the ventral pathway and attenuates visual adaptation to form and motion; nonetheless, some information about the suppressed stimulus reaches higher brain areas. Although rivalry depends on low-level inhibitory interactions, high-level excitatory influences promoting perceptual grouping and selective attention can extend the local dominance of a stimulus over space and time. Inhibitory and excitatory circuits considered within a hybrid model might account for the paradoxical properties of binocular rivalry and provide insights into the neural bases of visual awareness itself.     

Psychiatry Residents' Attitudes on Ethics and Professionalism: Multisite Survey Results

Recent studies show that psychiatry residents express a relatively greater need for ethics curricula than their colleagues in other specialties. Such studies have been limited in their generalizability because they were conducted at one site. This study of 151 psychiatry residents at seven U.S. psychiatry programs aims to address that limitation. Residents were surveyed on issues pertaining to ethics and professionalism education. Participants were found to support such curricula during training and to value its relevance to the practice of psychiatry. Gender differences and the influence of the “hidden curriculum” on such results merit further study.