汉语词汇产生中音、形、义三种信息激活的时间进程

采用图-词干扰范式和图片命名方法,探讨语音、语义、字形在汉语词汇产生中激活的时间进程与特点。选择与目标图片名称(如“羊”)具有同音(“阳”)、语义相联(“牛”)、字形相似(“丰”)或无关控制(“冷”)等四种关系的干扰字,依SOA条件呈现在将要被命名的图片上,发现图片命名时间受干扰字的影响：语义干扰效应存在于较早期的SOA(0ms)条件中,在较晚期SOA(150ms)时有很大的减弱;语音促进效应和字形促进效应同时强烈地存在于早期和晚期SOA。实验发现了词条选择(语义激活)和音位编码(语音提取)在激活时间上的重叠现象,与传统的独立两阶段模型的预期存在明显矛盾,倾向于支持交互作用理论的观点。     

The Development of the Pragma-dialectical Approach to Argumentation

This paper describes the development of pragma-dialectics as a theory of argumentative discourse. First the development of the pragma-dialectical model of a critical discussion is explained, with the rules that are to be complied with in order to avoid fallacies from occurring. Then the integration is discussed of rhetorical insight in the dialectical framework. In this endeavour, the concept of strategic manoeuvring is explained that allows for a more refined and more profoundly justified analysis of argumentative discourse and a better identification of fallacies. The paper ends with a brief overview of current research projects.     

Degree of Language Experience Modulates Visual Attention to Visible Speech and Iconic Gestures During Clear and Degraded Speech Comprehension

Visual information conveyed by iconic hand gestures and visible speech can enhance speech comprehension under adverse listening conditions for both native and non‐native listeners. However, how a listener allocates visual attention to these articulators during speech comprehension is unknown. We used eye‐tracking to investigate whether and how native and highly proficient non‐native listeners of Dutch allocated overt eye gaze to visible speech and gestures during clear and degraded speech comprehension. Participants watched video clips of an actress uttering a clear or degraded (6‐band noise‐vocoded) action verb while performing a gesture or not, and were asked to indicate the word they heard in a cued‐recall task. Gestural enhancement was the largest (i.e., a relative reduction in reaction time cost) when speech was degraded for all listeners, but it was stronger for native listeners. Both native and non‐native listeners mostly gazed at the face during comprehension, but non‐native listeners gazed more often at gestures than native listeners. However, only native but not non‐native listeners' gaze allocation to gestures predicted gestural benefit during degraded speech comprehension. We conclude that non‐native listeners might gaze at gesture more as it might be more challenging for non‐native listeners to resolve the degraded auditory cues and couple those cues to phonological information that is conveyed by visible speech. This diminished phonological knowledge might hinder the use of semantic information that is conveyed by gestures for non‐native compared to native listeners. Our results demonstrate that the degree of language experience impacts overt visual attention to visual articulators, resulting in different visual benefits for native versus non‐native listeners.     

Potential perceptual bases for successful use of a vibrotactile speech perception aid

This paper examines the possibility that perception of vibrotactile speech stimuli is enhanced in adults with early and life-long use of hearing aids. We present evidence that vibrotactile aid benefit in adults is directly related to the age at which the hearing aid was fitted and the duration of its use. The stimulus mechanism responsible for this effect is hypothesized to be long-term vibrotactile stimulation by high powered hearing aids. We speculate on possible mechanisms for enhanced vibrotactile speech perception as the result of hearing aid use: (1) long-term experience receiving degraded or impoverished speech stimuli results in a speech processing system that is more effective for novel stimuli, independent of perceptual modality; and/or (2) long-term sensory/perceptual experience causes neural changes that result in more effective delivery of speech information via somatosensory pathways.     

TEACHING GENERATIVE USE OF SENTENCE ANSWERS TO THREE FORMS OF QUESTIONS1

Three retarded and four economically disadvantaged children were taught, through modelling and reinforcement procedures, to produce complete sentences in response to three types of questions involving changes in verb inflections. To evaluate generalization of training, new but similar questions were periodically asked, answers to which were never modelled or reinforced. Modelling and reinforcement effectively taught correct sentence answers to training questions and produced new sentence answers to questions for which no specific training had been given.     

Linguistic and prosodic aspects of child-directed speech: The role of maternal child-rearing experiences

This study explored if the quality of mothers’ reported child-rearing experiences influences the prosodic and linguistic features of maternal child-directed speech. Lexical, syntactic, functional and prosodic aspects of maternal speech directed towards their 24-month-old children were examined. Results showed that mothers with different child-rearing histories differed in the ways they talked to their children. Mothers who recalled the caregiving they received during childhood as characterized by high levels of care and low levels of control, used a lexically and syntactically more complex speech and expressed more positive emotions. This kind of input seems to be more attuned with the typical growing skills of two-year-old children. Implications for the study of mother–infant relationship as well as for the study of child language development are addressed.     

言语想象的神经机制

言语想象不仅在大脑预处理机制方面起到重要的作用,还是目前脑机接口领域研究的热点。与正常言语产生过程相比,言语想象的理论模型、激活脑区、神经传导路径等均与其有较多相似之处。而言语障碍群体的言语想象、想象有意义的词语和句子时的脑神经机制与正常言语产生存在差异。鉴于人类言语系统的复杂性,言语想象的神经机制研究还面临一系列挑战,未来研究可在言语想象质量评价工具及神经解码范式、脑控制回路、激活通路、言语障碍群体的言语想象机制、词语和句子想象的脑神经信号等方面进一步探索,为有效提高脑机接口的识别率提供依据,为言语障碍群体的沟通提供便利。