Priming ditransitive structures in comprehension

Many studies have shown evidence for syntactic priming during language production (e.g., Bock, 1986). It is often assumed that comprehension and production share similar mechanisms and that priming also occurs during comprehension (e.g., Pickering & Garrod, 2004). Research investigating priming during comprehension (e.g., Branigan, Pickering, & McLean, 2005; Scheepers & Crocker, 2004) has mainly focused on syntactic ambiguities that are very different from the meaning-equivalent structures used in production research. In two experiments, we investigated whether priming during comprehension occurs in ditransitive sentences similar to those used in production research. When the verb was repeated between prime and target, we observed a priming effect similar to that in production. However, we observed no evidence for priming when the verbs were different. Thus, priming during comprehension occurs for very similar structures as priming during production, but in contrast to production, the priming effect is completely lexically dependent.     

Parent characteristics, economic stress and neighborhood context as predictors of parent involvement in preschool children's education

This study examines factors related to three dimensions of parent involvement in preschool: school-based involvement, home-based involvement, and the parent–teacher relationship. Participants were 154 predominantly African American parents recruited from two Head Start programs. Results of bivariate and canonical correlation analyses support the validity of a multi-dimensional, ecological conceptualization of parent involvement. Perceived context variables, including economic stress and neighborhood social disorder, related negatively to parent involvement. Parent characteristics, including sense of efficacy regarding education and level of education, related positively to parent involvement. Regression analyses detected different patterns of association between predictors and the three dimensions of parent involvement. Parent characteristics were associated with home involvement, while perceived context variables were predictive of the teacher–parent relationship. Implications of differential predictors for different domains of parent involvement and directions for future research and intervention with low-income families are discussed.     

Effects of bilateral eye movements on gist based false recognition in the DRM paradigm

The effects of saccadic bilateral (horizontal) eye movements on gist based false recognition was investigated. Following exposure to lists of words related to a critical but non-studied word participants were asked to engage in 30s of bilateral vs. vertical vs. no eye movements. Subsequent testing of recognition memory revealed that those who undertook bilateral eye movement were more likely to correctly recognise previously presented words and less likely to falsely recognise critical non-studied associates. This result joins other research in demonstrating the conditions in which false memory effects can be attenuated.     

Promoting foot–leg movements in children with multiple disabilities through the use of support devices and technology for regulating contingent stimulation

The present study assessed the possibility of promoting pre-ambulatory foot–leg movements in children with multiple disabilities by motivating their action through contingent stimulation combined with a support device. Two children aged 10 and 8 years participated. Microswitch technology (i.e., pressure sensors under the shoes or optic sensors at the front–inner side of the shoes) served for detecting the foot–leg movements and providing contingent stimulation on their occurrence. Sensor activation produced 5 s of stimulation during intervention. Data showed that both children had significant increases in foot–leg movements during the intervention phases. Implications of the data in terms of skill acquisition and further intervention prospects are discussed.     

比较应用题解题过程的眼动研究

采用2×2×4三因素混合实验设计,使用美国应用科学实验室(ASL)生产的504型台式眼动仪,对不同年级学生解比较应用题过程中的解题指标和眼动指标进行分析。结果表明:随着年级的增高,学生解题过程中的各种眼动指标之间的差异逐渐缩小;解题时数学成绩优生与差生的眼动模式差异显著,解一致性不同题目时的眼动指标差异显著。     

不同呈现方式的网页广告的眼动研究

选择25名视力正常的大学生,用眼动仪记录他们浏览不同呈现方式、不同位置的网页广告的眼动过程。结果发现：1．对于不同呈现方式的网页广告,从记忆成绩看：彩色组显著优于黑白组,两者与动画组没有显著差异;从眼动指标看：动画组和彩色组的注视次数和注视时的明显高于黑白组。2．网页广告的位置对被试的记忆成绩与眼动模式有一定的影响,表现为上部与中部注视次数增加,注视时间长。记忆成绩也表现为差异显著,中部与上部的记忆效果好。     

大小字号的文本对中文读者眼动模式和阅读知觉广度的影响

摘 要 研究以眼动仪为工具,采用移动窗口范式考察不同字号文本对读者阅读知觉广度和眼动模式的影响。实验结果发现,被试阅读大、小字号文本时的阅读知觉广度都是四个字。字号大小不影响读者的阅读知觉广度,但是影响读者的眼动模式。具体表现为：被试阅读小号字文本的平均注视时间、总注视时间比大号字文本长,平均眼跳距离更短,相对眼跳距离（单位为字的个数）更长,注视次数更多。     

字、词的识别加工在中文阅读眼动控制中的作用:来自消失文本方面的证据*

实验采用消失文本范式,操纵注视点上字、词消失单元和呈现时间,探讨字词视觉呈现、字词识别加工对中文阅读眼动过程的影响。结果发现:(1)0 ms延迟时间的消失文本均严重影响总阅读时间,其中单字消失、单词消失与双字消失对阅读效率的影响没有差别;各消失条件都导致较多回视次数;相对于其他消失条件,单字消失和双字消失导致较多的再注视词数。(2)120 ms延迟时间的消失文本均不影响总阅读时间,但会通过取消部分眼跳的方式导致注视持续时间的增加,字消失单元(单字消失和双字消失)迫使读者取消部分词内再注视眼跳。综合两种延迟时间下各消失文本的数据可见,字识别和词汇识别相互影响,词在中文阅读的词内再注视眼跳选择目标环节起到重要作用。     

多目标视觉追踪中物体属性加工的眼动研究*

采用多目标视觉追踪任务(MOT),探讨物体颜色特征对视觉追踪的影响,同时记录被试的眼动情况,探讨追踪过程中颜色特征对眼动模式的影响。结果发现,视觉追踪机制能够对物体的颜色特征进行加工,但加工程度受制于目标物与分心物之间的特征竞争关系。在物体颜色特征条件下,视觉系统采用知觉组织加工策略,以被追踪目标构成的多边形中心为注意中心。在对物体颜色特征的加工中,内源性注意与外源性注意相互影响。