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121.
The present two studies investigated whether toddlers’ ability to use pictures in problem solving could be facilitated by making available the social context in which pictures were created. To make this social context available, we introduced an Experimental treatment in which the creator was intentionally drawing different objects. In Experiment-1, due to this treatment, children performed better in the Test in which the Experimenter was drawing the Test-pictures of the retrieval task. In Experiment-2, after the same Experimental treatment the facilitative effect was replicated although the social context was removed in the Test phase by using pre-drawn Test-pictures without any drawing action in the retrieval task. The results suggest that a treatment which offers the opportunity to understand the socially mediated representational function of pictures enables children to perform better when contextualizing pictures in current reality. These two experiments revealed a novel way to facilitate children’s picture comprehension by identifying an underlying factor that can explain children’s difficulty in picture comprehension. 相似文献
122.
It has been shown that when participants are asked to make sensibility judgments on sentences that describe a transfer of an object toward or away from their body, they are faster to respond when the response requires a movement in the same direction as the transfer described in the sentence. This phenomenon is known as the action compatibility effect (ACE). This study investigates whether the ACE exists for volunteers with Alzheimer's disease (AD), whether the ACE can facilitate language comprehension, and also whether the ACE can still be produced if the order of the two events is inverted, that is, whether overt movement can prime comprehension of transfer sentences. In Study 1, participants with AD, younger, and older adults were tested on an adaptation of the ACE Paradigm. In Study 2, the same paradigm was modified to include an arm movement that participants had to perform prior to sentence exposure on screen. In Study 1, young, older adults, and individuals with AD were faster to respond when the direction of the response movement matched the directionality implied by the sentence (ACE). In Study 2, no traditional ACE was found; participants were faster when the direction of the movement immediately preceding the sentence matched the directionality of the sentence. It was found that compatibility effects generated a relative advantage, that transfer schemata are easier to process, and that an ACE‐like effect can be the result of mutual priming between language and movement. Results suggested preservation in AD of the neural systems for action engaged during language comprehension, and conditions under which comprehension in AD can be facilitated in real life may be identified. 相似文献
123.
Two studies investigated the interaction between utterance and scene processing by monitoring eye movements in agent–action–patient events, while participants listened to related utterances. The aim of Experiment 1 was to determine if and when depicted events are used for thematic role assignment and structural disambiguation of temporarily ambiguous English sentences. Shortly after the verb identified relevant depicted actions, eye movements in the event scenes revealed disambiguation. Experiment 2 investigated the relative importance of linguistic/world knowledge and scene information. When the verb identified either only the stereotypical agent of a (nondepicted) action, or the (nonstereotypical) agent of a depicted action as relevant, verb-based thematic knowledge and depicted action each rapidly influenced comprehension. In contrast, when the verb identified both of these agents as relevant, the gaze pattern suggested a preferred reliance of comprehension on depicted events over stereotypical thematic knowledge for thematic interpretation. We relate our findings to language comprehension and acquisition theories. 相似文献
124.
Legendre G 《Cognitive Science》2006,30(5):803-835
This article reports on a series of 5 analyses of spontaneous production of verbal inflection (tense and person–number agreement) by 2-year-olds acquiring French as a native language. A formal analysis of the qualitative and quantitative results is developed using the unique resources of Optimality Theory (OT; Prince & Smolensky, 2004). It is argued that acquisition of morphosyntax proceeds via overlapping grammars (rather than through abrupt changes), which OT formalizes in terms of partial rather than total constraint rankings. Initially, economy of structure constraints take priority over faithfulness constraints that demand faithful expression of a speaker's intent, resulting in child production of tense that is comparable in level to that of child-directed speech. Using the independent Predominant Length of Utterance measure of syntactic development proposed in Vainikka, Legendre, and Todorova (1999), production of agreement is shown first to lag behind tense then to compete with tense at an intermediate stage of development. As the child's development progresses, faithfulness constraints become more dominant, and the overall production of tense and agreement becomes adult-like. 相似文献
125.
Diana Ridgeway 《Memory (Hove, England)》2013,21(8):990-1000
Spatial short-term memory performance was examined in relation to participants’ strategies. A total of 20 adult participants viewed and reproduced sequences of locations that varied in length (five, six, seven, or eight locations) and spatial separability (a manipulation of the configurations). In trial-by-trial self-reports, participants described five types of strategies. Chunking the spatial sequences into groups of three or four locations was the sole strategy associated with increased accuracy. Participants demonstrated considerable variability in the strategies that they selected, suggesting that cognitive resources are allocated to strategy selection, execution, and monitoring in the spatial span task. Spatially separable sequences were more accurately recalled than nonseparable sequences, independent of strategic grouping, suggesting two levels of grouping in the spatial span task. 相似文献
126.
Recent findings in psychology, psycholinguistics, and neuroscience present a challenge to current amodal theories by suggesting that cognitive states are not disembodied in language comprehension. Accumulating behavioral evidence supporting this view is reviewed from research on processing of language describing concrete and abstract concepts. The extant embodied theories that support either a strong or a moderate embodied view are then presented, as are the perspectives that define how the researchers discuss the role of sensory-motor grounding in language processing. The article concludes by discussing several lines of research that might help distinguish between various theoretical approaches and resolve some of the fundamental issues that fuel much of the debate in the field. 相似文献
127.
Ryan M. Nefdt 《Inquiry (Oslo, Norway)》2013,56(8):877-911
Words form a fundamental basis for our understanding of linguistic practice. However, the precise ontology of words has eluded many philosophers and linguists. A persistent difficulty for most accounts of words is the type-token distinction [Bromberger, S. 1989. “Types and Tokens in Linguistics.” In Reflections on Chomsky, edited by A. George, 58–90. Basil Blackwell; Kaplan, D. 1990. “Words.” Aristotelian Society Supplementary Volume LXIV: 93–119]. In this paper, I present a novel account of words which differs from the atomistic and platonistic conceptions of previous accounts which I argue fall prey to this problem. Specifically, I proffer a structuralist account of linguistic items, along the lines of structuralism in the philosophy of mathematics [Shapiro, S. 1997. Philosophy of Mathematics: Structure and Ontology. Oxford University Press], in which words are defined in part as positions in larger linguistic structures. I then follow Szabò [1999. “Expressions and Their Representations.” The Philosophical Quarterly 49 (195): 145–163] and Parsons [1990. “The Structuralist View of Mathematical Objects.” Synthese 84: 303–346] in further defining words as quasi-concrete objects according to a representation relation. This view aims for general correspondence with contemporary generative linguistic approaches to the study of language. 相似文献
128.
The association between poorer academic outcomes and having antisocial friends is reliably demonstrated yet not well understood. Genetically sensitive designs uniquely allow for measuring genetic vulnerabilities and/or environmental risk in the association of antisocial friend behavior and poor school achievement, allowing for a better understanding of the nature of the association. This study included 233 pairs of twins from the Florida Twin Project on Reading. First, the role of antisocial friends as an environmental moderator of reading comprehension was examined. Antisocial friends significantly moderated the nonshared environmental variance in reading comprehension, with increased variation at lower levels of association with antisocial friends, with niche-picking indicated. Second, the role of reading comprehension as an environmental moderator of antisocial friends was examined. Reading comprehension significantly moderated the nonshared environmental variance in associating with antisocial friends, with increased variance at lower levels of reading comprehension and indication that common genetic influences contributed to higher reading achievement and better-behaved friends. In total, these results suggested reciprocal influences between reading achievement and antisocially-behaving friends. The impact of antisocial friends appeared to be limited in the extent to which they can undermine reading achievement, and high reading achievement appeared to support less association with antisocial friends. 相似文献
129.
The experiments described in the lead articles by Kowalski and Zimiles and by O'Hanlon and Roberson examine factors that lead to color term acquisition. These experiments touch on the debate regarding the relative contributions of language and concepts in word learning. In this reflection, we examine how conclusions concerning the debate depend deeply on the particular task presented to children, and we propose an alternative approach to studying color term acquisition. 相似文献
130.
Flory K Milich R Lorch EP Hayden AN Strange C Welsh R 《Journal of abnormal child psychology》2006,34(6):850-862
Children with ADHD have difficulty understanding causal connections and goal plans within stories. This study examined mediators of group differences in story narrations between children ages 7-9 with and without ADHD, including as potential mediators both the core deficits of ADHD (i.e., inattention, disinhibition, planning/working memory) as well measures of phonological processing and verbal skills. Forty-nine children with ADHD and 67 non-referred children narrated a wordless book and completed tasks assessing the core deficits of ADHD, phonological processing, and verbal skills. Results revealed that, although no shorter than those of non-referred children, the narratives of children with ADHD contained fewer elements relating to the story's causal structure and goal plan. Deficits in sustained attention accounted for the most variance in these differences. Results have implications for understanding and ameliorating the academic problems experienced by children with ADHD. 相似文献