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491.
采用定量与定性相结合的研究方法,对4~6岁儿童理解时间副词的能力进行了初步的探查,结果表明:(1)学前儿童对不同时间副词的理解能力是不同的。对现在时间副词的理解优于对过去时间副词的理解,对将来时间副词的理解能力最低,基本处于萌芽阶段。但这种理解能力的年龄发展效应不明显。(2)在表示将来的时间副词中,儿童对不同的具体时间副词表现出认知差异。(3)学前儿童在理解时间副词时多种策略并存。随着年龄的增长,有效策略的生成能力有了明显的提高。 相似文献
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Johanne Tromp Peter Hagoort Antje S. Meyer 《Quarterly journal of experimental psychology (2006)》2016,69(6):1093-1108
Fluctuations in pupil size have been shown to reflect variations in processing demands during lexical and syntactic processing in language comprehension. An issue that has not received attention is whether pupil size also varies due to pragmatic manipulations. In two pupillometry experiments, we investigated whether pupil diameter was sensitive to increased processing demands as a result of comprehending an indirect request versus a direct statement. Adult participants were presented with 120 picture–sentence combinations that could be interpreted either as an indirect request (a picture of a window with the sentence “it's very hot here”) or as a statement (a picture of a window with the sentence “it's very nice here”). Based on the hypothesis that understanding indirect utterances requires additional inferences to be made on the part of the listener, we predicted a larger pupil diameter for indirect requests than statements. The results of both experiments are consistent with this expectation. We suggest that the increase in pupil size reflects additional processing demands for the comprehension of indirect requests as compared to statements. This research demonstrates the usefulness of pupillometry as a tool for experimental research in pragmatics. 相似文献
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The Roles of Emotional Comprehension and Representational Drawing Skill in Children's Expressive Drawing
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The purpose of the present study was to investigate the roles of emotional comprehension and representational drawing skill in children's expressive drawing. Fifty 7‐ to 10‐year‐olds were asked to produce two (happy and sad) expressive drawings, two representational drawings (drawing of a man running and drawing of a house) and to answer the Test of Emotion Comprehension (Pons & Harris, 2000). The expressive drawings were assessed on the number of expressive subject matter themes (‘content expression’) and the overall quality of expression on a 5‐point scale. Each of the representational drawings was measured on a scale assessing detail and visual realism criteria, and contributed to a single representational drawing skill score. In line with our predictions, we found that both emotional comprehension and representational drawing skill accounted for a significant variance in children's expressive drawings. We explain that children's developing emotional comprehension may allow them to consider more detailed and poignant expressive ideas for their drawings and that their developing representational drawing skill facilitates the graphic execution of these emotional ideas. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
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As reported by the Programme for International Student Assessment (PISA, 2012), almost 20% of French teenagers show difficulties in reading (OCDE, 2014). What are the French language tools the practitioner or educationalist (teacher, school doctor, psychologist, and speech-language pathologist) use to assess specific reading disorders for middle school students? The tools assessing reading comprehension skills, word-level reading skills and reading-related skills are presented by distinguishing the tools developed for screening of reading difficulties (the purpose of which is to detect early disease or risk factors for disease in large numbers of apparently healthy individuals) than them developed for diagnosing of reading difficulties (the purpose of which is to establish the presence [or absence] of disease as a basis for treatment decisions in symptomatic or screen positive individuals). This synthesis allows to identify their interests and limits, and to consider new tools respecting five essential criteria: (1) the tool structure must be based on recent theoretical models specific at the middle school, (2) the tool must assess reading comprehension skills (with control of listening comprehension skills) and the mastery of two word-level reading procedures (lexical and sublexical), (3) the tool must measure a set of reading-related skills such as phonological awareness, phonological short-term memory, rapid serial naming and morphological awareness, (4) the experimental material (vocabulary control) and the standardization must be recent or updated and (5) the speed must be measured accurately. 相似文献
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摘 要 目的:探讨家庭阅读环境(HLE)和电子媒介暴露在家庭社会经济地位(SES)和幼儿词汇理解间的中介作用。 方法:使用家庭基本信息调查表、家庭阅读环境问卷、皮博迪图片词汇测验对278名幼儿及其父母进行调查。 结果:(1)SES、HLE各维度(除hle5)与词汇理解呈显著正相关;电子屏幕使用时间与SES、HLE各维度和词汇理解呈显著负相关;(2)HLE和电子屏幕使用时间分别在SES和母亲受教育水平与幼儿词汇理解间起链式中介作用。 结论:HLE和电子屏幕使用时间在SES和幼儿词汇理解间起中介作用。 相似文献
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