句子加工水平上对外在干扰的抑制机制

通过 2个实验 ,以自控速移动窗口阅读与选择性再认相结合的实验范式 ,考察了语言理解能力高、低不同的 2组大学生被试在理解加工汉语两从句复合句的过程中抑制外在干扰信息的能力。结果表明 :抑制机制的效率受干扰材料的意义性及与目标材料的话题关系性的影响 ;在较高干扰强度的条件下 ,不同语言理解能力的个体在抑制机制上存在差异 ,低理解能力者抑制干扰信息的效率较低。     

中文读写能力及其相关因素研究

使用5点量表,本研究在北京地区调查了2187名小学一、三、五年级儿童的中文读写能力及其相关因素。因素分析抽取了8个因素：书面语意义理解、基本知觉能力、书写技能、家庭阅读背景、动作技能、口语能力、朗读和听写、书面表达。对上述因素进行多元逐步回归分析发现,各种读写能力内部相关显著。基本知觉能力、口语能力、家庭阅读背景和动作技能分别对中文读写能力的不同成分有显著解释作用。这个结果对于理解阅读能力发展及其与家庭阅读背景、口语、基本知觉一动作能力之间的关系,以及阅读障碍的内在机制具有重要的理论意义。     

Lexical categories at the edge of the word

Language acquisition may be one of the most difficult tasks that children face during development. They have to segment words from fluent speech, figure out the meanings of these words, and discover the syntactic constraints for joining them together into meaningful sentences. Over the past couple of decades, computational modeling has emerged as a new paradigm for gaining insights into the mechanisms by which children may accomplish these feats. Unfortunately, many of these models assume a computational complexity and linguistic knowledge likely to be beyond the abilities of developing young children. This article shows that, using simple statistical procedures, significant correlations exist between the beginnings and endings of a word and its lexical category in English, Dutch, French, and Japanese. Therefore, phonetic information can contribute to individuating higher level structural properties of these languages. This article also presents a simple 2-layer connectionist model that, once trained with an initial small sample of words labeled for lexical category, can infer the lexical category of a large proportion of novel words using only word-edge phonological information, namely the first and last phoneme of a word. The results suggest that simple procedures combined with phonetic information perceptually available to children provide solid scaffolding for emerging lexical categories in language development.     

Neural Representations of Nondeclarative Memories

ABSTRACT— Nondeclarative learning refers to abilities characterized by a lack of awareness of what has been learned and an independence from medial temporal lobe structures that support conscious memories of facts and events. Neuroimaging approaches have been used extensively in two domains of nondeclarative learning—priming and skill learning—to investigate the neural substrates supporting performance. Recent neuroimaging studies have attempted to understand what is being learned in different tasks in order to inform psychological theories of nondeclarative memory. For example, priming may be considered a form of perceptual learning or a form of stimulus–response learning, and correlations between performance and activation patterns in different regions may suggest the nature of the brain changes that support behavior. The attainment of expertise in a skill has been characterized as greater efficiency of processing in the same neural structures that support novice performance or, alternatively, as the recruitment of additional regions. Current research suggests that, within the domains of priming and skill learning, there is much heterogeneity in the underlying brain representations and psychological theories will need to account for these variations.     

组织中的政治技能及相关研究

政治技能是个体在工作中影响他人以实现组织目标的能力,对个体的工作绩效和某些工作态度、缓解工作中压力带来的紧张感等具有一定的作用。个体的洞察力、控制、亲和力、主动影响及发展经验被视为政治技能的影响因素,通过实践练习、替代学习等方法可实现政治技能的培训和开发。在未来的研究中,对政治技能概念的理解、测量多源性等方面的问题还需要进一步的探讨     

政治与关系视角的员工职业发展影响因素探讨

通过对16家制造型企业中的343个员工、662个同事及343个直接领导的配对数据进行实证分析,文章探讨了员工的组织政治技能、政治知觉,以及他们与直接上司的关系对于员工职业发展的关系。多层线性分析模型（HLM）结果表明：员工的政治技能有助于促进其与领导之间形成良好的关系（guanxi）,并籍此积极影响个人在组织中的职业发展,员工－领导关系是政治技能与职业发展之间的中介变量。另外,组织政治知觉影响政治技能对领导关系的作用,在政治氛围浓重的组织中,员工－领导关系更易受到员工政治技能的影响     

EVALUATING PROGRESS IN BEHAVIORAL PROGRAMS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS VIA CONTINUOUS AND DISCONTINUOUS MEASUREMENT

We evaluated the influence of two different frequencies of data collection on skill acquisition and maintenance within behavioral treatment programs for children with autism spectrum disorders. Six children were taught multiple skills in up to four different behavioral programs. Half of the skills were measured continuously (i.e., trial by trial), and the other half were measured discontinuously (i.e., first trial only). When differences were detected, quicker acquisition was typically associated with discontinuous measurement, and stronger maintenance was typically associated with continuous measurement.     

Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study

This longitudinal study explored the importance of kindergarten measures of phonological awareness, working memory, and quantity–number competencies (QNC) for predicting mathematical school achievement in third graders (mean age 8 years 8 months). It was found that the impact of phonological awareness and visual–spatial working memory, assessed at 5 years of age, was mediated by early QNC, which predicted math achievement in third grade. Importantly, and confirming our isolated number words hypothesis, phonological awareness had no impact on higher numerical competencies (i.e., when number words needed to be linked with quantities [QNC Level II and above]) but predicted basic numerical competencies (i.e., when number words were isolated from quantities [QNC Level I]), explaining the moderate relationship between early literacy development and the development of mathematical competencies.     

Naming problems do not reflect a second independent core deficit in dyslexia: Double deficits explored

The double deficit hypothesis states that naming speed problems represent a second core deficit in dyslexia independent from a phonological deficit. The current study investigated the main assumptions of this hypothesis in a large sample of well-diagnosed dyslexics. The three main findings were that (a) naming speed was consistently related only to reading speed; (b) phonological processing speed and naming speed loaded on the same factor, and this factor contributed strongly to reading speed; and (c) although general processing speed was involved in speeded naming of visual items, it did not explain the relationship between naming speed and reading speed. The results do not provide support for the existence of a second independent core naming deficit in dyslexia and indicate that speeded naming tasks are mainly phonological processing speed tasks with an important addition: fast cross-modal matching of visual symbols and phonological codes.     

Speech perception deficits by Chinese children with phonological dyslexia

Findings concerning the relation between dyslexia and speech perception deficits are inconsistent in the literature. This study examined the relation in Chinese children using a more homogeneous sample—children with phonological dyslexia. Two experimental tasks were administered to a group of Chinese children with phonological dyslexia, a group of age-matched control children, and a group of adults. In addition to a categorical perception task, a selective adaptation task was carried out. The results indicated that Chinese children with phonological dyslexia were less consistent than both the child and adult control groups in identifying stimuli within a given phonetic category. Furthermore, they did not show any significant adaptation effects in the selective adaptation task even when the adapting stimulus was identical to an endpoint stimulus in the test continuum. It seems that children with phonological dyslexia have a general deficiency in representing and processing speech stimuli.