文章结构清晰度对修改的影响研究

研究了文章结构清晰度对文章修改的影响。高低水平的作者各分别修改结构清晰度不同的材料。实验结果表明,文章修改质量的水平差异显著;文章结构清晰有助于修改者在修改过程中建构文章的整体模式,从而促进意义错误的修改。文章结构清晰度对修改的影响主要是通过影响工作记忆资源的分配而实现的。     

用信息函数法对标准参照测验作质量分析

根据项目反应理论的信息函数法,以自主开发的“现代教育和心理测量通用分析系统”为工具,对两个大规模实施的标准参照测验进行了测验质量分析。结果说明,信息函数分析法比经典真分数理论分析法,可以获得更丰富、深刻、有针对性的资料,能对项目筛选修订、测验编制开发给出有力的指导,值得大力引进、推广。     

Expressive and receptive language skills of temperamentally shy preschoolers

Although shy children speak less in social situations, the extent to which their language skills fall behind those of their more outgoing peers remains unclear. We selected 22 temperamentally shy and 22 non‐shy children from a larger group of 400 4‐year‐old children who were prescreened for temperamental shyness by maternal report, using the Colorado Childhood Temperament Inventory (CCTI). We then compared the two groups on widely used measures that index expressive and receptive language skills. We found that, although the temperamentally shy children scored lower on both expressive and receptive language skills compared with their non‐shy counterparts, they were nonetheless performing at their age equivalency. The non‐shy children, however, were performing significantly above their age level on expressive and receptive language skills. These findings suggest that the development of normal language skills is not compromised in temperamentally shy preschoolers. Copyright © 2004 John Wiley & Sons, Ltd.     

汉语儿童阅读能力发展中的语音加工技能研究

通过对儿童阅读发展这一领域相关研究的回顾,对汉语儿童阅读能力发展中的语音加工问题进行了探讨。在汉语阅读过程中,语音成分的介入已经得到了研究的普遍支持,但是在语音技能与阅读能力间的关系方面,虽然语音加工技能的不同成分（语音意识、声旁意识及言语工作记忆）与儿童阅读能力发展间都存在着一定的联系,但这些语音技能在汉语儿童阅读能力发展中所起作用的具体机制及介入程度还需进一步的研究论证。     

Metric error monitoring in the numerical estimates

Recent studies have shown that participants can keep track of the magnitude and direction of their errors while reproducing target intervals (Akdoğan & Balcı, 2017) and producing numerosities with sequentially presented auditory stimuli (Duyan & Balcı, 2018). Although the latter work demonstrated that error judgments were driven by the number rather than the total duration of sequential stimulus presentations, the number and duration of stimuli are inevitably correlated in sequential presentations. This correlation empirically limits the purity of the characterization of “numerical error monitoring”. The current work expanded the scope of numerical error monitoring as a form of “metric error monitoring” to numerical estimation based on simultaneously presented array of stimuli to control for temporal correlates. Our results show that numerical error monitoring ability applies to magnitude estimation in these more controlled experimental scenarios underlining its ubiquitous nature.     

Bayes,time perception,and relativity: The central role of hopelessness

Time judgement and time experience are distinct elements of time perception. It is known that time experience tends to be slow, or dilated, when depressed, but there is less certainty or clarity concerning how depression affects time judgement. Here, we use a Bayesian Prediction Error Minimisation (PEM) framework called ‘distrusting the present’ as an explanatory and predictive model of both aspects of time perception. An interval production task was designed to probe and modulate the relationship between time perception and depression. Results showed that hopelessness, a symptom of severe depression, was associated with the ordering of interval lengths, reduced overall error, and dilated time experience. We propose that ‘distrusting the future’ is accompanied by ‘trusting the present’, leading to the experiences of time dilation when depressed or hopeless. Evidence was also found to support a relative difference model of how hopelessness dilates, and arousal accelerates, the rate of experienced time.     

Negative emotion words are less susceptible to repetition blindness

Repeated and orthographically similar words are vulnerable in RSVP, as observed using the repetition blindness (RB) paradigm. Prior researchers have claimed that RB is increased for emotion words, but the mechanism for this was unclear. We argued that RB should be reduced for words with properties that capture attention, such as emotion words. Employing orthographic repetition blindness, our data showed that words with negative emotional valence had a report advantage when they were the second of two similar words (e.g., less RB occurred with HORSE curse than with HORSE purse). This renders emotion RB similar to the use of emotion words in the attentional blink phenomenon. The findings demonstrate the neglected role of competition in conscious recognition of multiple words under conditions of brief display and masking.     

Validation of the Portuguese emotion awareness questionnaire for children and adolescents

This study examined the construct and concurrent validity of the Portuguese version of the Emotion Awareness Questionnaire (EAQ) in 302 children and adolescents (mean age 13 years old). The EAQ is a self-report questionnaire that allows for analysis of how youth experience and understand their own and others’ emotions. Participants completed the EAQ along with questionnaires for Worry and Somatic Complaints. Results confirmed the expected six-factor structure, good psychometric properties, and good concurrent validity. The EAQ is a reliable questionnaire, suitable for examining emotion awareness in Portugal.     

Promoting socioemotional competence in primary school classrooms: Intervention effects of the EMOscope

The aim of the study was to determine the effectiveness of a brief, teacher-led intervention (EMOscope) developed to promote children’s socioemotional competence. Our sample consisted of 339 Polish pupils and their 16 teachers from 16 third grade classrooms. Teachers in the experimental condition (8 teachers) were trained to deliver the EMOscope intervention. Data were collected at pre-test and post-test. Performance tests were administered to measure children’s social understanding and emotional awareness. Furthermore, peer ratings were used to measure children’s cooperative behaviour and teachers’ reported on children’s prosocial behaviour, hyperactivity, emotional problems, conduct problems, and peer problems. Multilevel regression analysis revealed that children in the experimental condition improved significantly on emotional self- and other-awareness and on social understanding. Moreover, they decreased in teacher-rated hyperactivity, conduct problems, and total difficulties. No effects were found, however, on teacher-rated prosocial behaviour, emotional problems, peer problems, and peer-rated cooperative behaviour.     

小学低年级儿童口语词汇知识的发展轨迹及其影响因素

以149名小学生为研究对象, 对其口语词汇知识进行了历时3年的5次追踪测试, 采用潜变量增长模型探索了小学1~3年级学生汉语口语词汇知识的发展轨迹, 并考察了语音意识、同形语素意识、复合语素意识和家庭社会经济地位对口语词汇知识发展轨迹的影响。结果发现：(1) 1~3年级学生口语词汇知识发展轨迹呈曲线形式, 其中前两年呈线性发展, 三年级时呈加速发展, 发展速度是前期发展的两倍, 起始水平和发展速度均存在显著的个体差异; (2)语音意识、同形语素意识、复合语素意识和家庭社会经济地位均可以正向预测学生口语词汇知识的起始水平; (3)只有同形语素意识和家庭社会经济地位可以正向预测学生口语词汇知识的发展速度。