Joan Biruls  Laura Bosch  Ricarda Brieke  Ferran Pons  David J. Lewkowicz 《Developmental science》2019,22(3)

Previous findings indicate that bilingual Catalan/Spanish‐learning infants attend more to the highly salient audiovisual redundancy cues normally available in a talker's mouth than do monolingual infants. Presumably, greater attention to such cues renders the challenge of learning two languages easier. Spanish and Catalan are, however, rhythmically and phonologically close languages. This raises the possibility that bilinguals only rely on redundant audiovisual cues when their languages are close. To test this possibility, we exposed 15‐month‐old and 4‐ to 6‐year‐old close‐language bilinguals (Spanish/Catalan) and distant‐language bilinguals (Spanish/”other”) to videos of a talker uttering Spanish or Catalan (native) and English (non‐native) monologues and recorded eye‐gaze to the talker's eyes and mouth. At both ages, the close‐language bilinguals attended more to the talker's mouth than the distant‐language bilinguals. This indicates that language proximity modulates selective attention to a talker's mouth during early childhood and suggests that reliance on the greater salience of audiovisual speech cues depends on the difficulty of the speech‐processing task.  相似文献   

    

Masahiro Imafuku  Yasuhiro Kanakogi  David Butler  Masako Myowa 《Developmental science》2019,22(6)

Vocal imitation plays a fundamental role in human language acquisition from infancy. Little is known, however, about how infants imitate other's sounds. We focused on three factors: (a) whether infants receive information from upright faces, (b) the infant's observation of the speaker's mouth and (c) the speaker directing their gaze towards the infant. We recorded the eye movements of 6‐month‐olds who participated in experiments watching videos of a speaker producing vowel sounds. We found that an infants’ tendency to vocally imitate such videos increased as a function of (a) seeing upright rather than inverted faces, (b) their increased looking towards the speaker's mouth and (c) whether the speaker directed their gaze towards, rather than away from infants. These latter findings are consistent with theories of motor resonance and natural pedagogy respectively. New light has been shed on the cues and underlying mechanisms linking infant speech perception and production.  相似文献   

    

Nicola Grossheinrich  Gerd Schulte‐Krne  Peter B Marschik  Stefanie Kademann  Waldemar von Suchodoletz  Steffi Sachse 《Developmental science》2019,22(6)

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Spyridoula Cheimariou  Thomas A. Farmer  Jean K. Gordon 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2019,26(5):781-806

Although the N400 ERP component has been extensively studied in younger adults, the underlying mechanisms are still unclear. In older adults, N400 ERP studies have shown less efficient use of context compared to younger adults. Here, we asked whether the mechanisms underlying the N400 effect are the same in terms of predictiveness and congruency in younger and older adults. We used a simple picture-word matching task in which we crossed predictiveness and congruency. Our results indicate a three-way interaction between predictiveness, congruency, and age, in that, younger adults showed an N400 effect only in strongly constrained conditions; whereas, older adults showed an effect in both strongly- and weakly constrained conditions. This interaction was not modulated by language experience or cognitive decline. Our results support either two separate mechanisms (lexical access and integration) that run in parallel and are modulated by age or a common prediction error mechanism that changes with age.  相似文献   

    

Liezille Jacobs 《Journal of Psychology in Africa》2019,29(2):187-190

This study explored mental health practitioner training needs in gender-sensitive substance use disorder (SUD) counselling genderqueer populations. Informants were health professionals in SUD practices and from the Eastern Cape, South Africa (females = 75%; black = 90%, 10% = white, clinical and counselling psychologists = 10%, social workers = 65%, auxiliary health workers = 25%). They completed focus group interviews regarding their needs for gender-sensitive (GS) training in SUD treatment. Thematic analysis of the data indicated training needs in how to deal with their own bias and prejudice beliefs about the genderqueer population. Furthermore, results indicated that they needed training on how to manage the treatment setting once genderqueer clients were integrated in treatment with cisgender clients. Training for SUD treatment and care with genderqueer clients should prioritise gender sensitisation. Health professionals’ need gender equality awareness training for health care equity with the genderqueer community.  相似文献   

    

Amanda M. Marcotte  Francis Rick  Craig S. Wells 《International Journal of Testing》2019,19(1):74-95

Reading comprehension plays an important role in achievement for all academic domains. The purpose of this study is to describe the sentence verification technique (SVT) (Royer, Hastings, &; Hook, 1979 Royer, J. M., Hastings, C. N., &; Hook, C. (1979). A sentence verification technique for measuring reading comprehension. Journal of Reading Behavior, 11(4), 355–363. doi:10.1080/10862967909547341[Crossref] , [Google Scholar]) as an alternative method of assessing reading comprehension, which can be used with a variety of texts and across diverse populations and educational contexts. Additionally, this study adds a unique contribution to the extant literature on the SVT through an investigation of the precision of the instrument across proficiency levels. Data were gathered from a sample of 464 fourth-grade students from the Northeast region of the United States. Reliability was estimated using one, two, three, and four passage test forms. Two or three passages provided sufficient reliability. The conditional reliability analyses revealed that the SVT test scores were reliable for readers with average to below average proficiency, but did not provide reliable information for students who were very poor or strong readers.  相似文献   

    

HyeSun Lee  Kurt F. Geisinger 《International Journal of Testing》2019,19(1):23-51

The purpose of the current study was to examine the impact of item parameter drift (IPD) occurring in context questionnaires from an international large-scale assessment and determine the most appropriate way to address IPD. Focusing on the context of psychometric and educational research where scores from context questionnaires composed of polytomous items were employed for the classification of examinees, the current research investigated the impacts of IPD on the estimation of questionnaire scores and classification accuracy with five manipulated factors: the length of a questionnaire, the proportion of items exhibiting IPD, the direction and magnitude of IPD, and three decisions about IPD. The results indicated that the impact of IPD occurring in a short context questionnaire on the accuracy of score estimation and classification of examinees was substantial. The accuracy in classification considerably decreased especially at the lowest and highest categories of a trait. Unlike the recommendation from literature in educational testing, the current study demonstrated that keeping items exhibiting IPD and removing them only for transformation were appropriate when IPD occurred in relatively short context questionnaires. Using 2011 TIMSS data from Iran, an applied example demonstrated the application of provided guidance in making appropriate decisions about IPD.  相似文献   

    

Emily C. Merz  Cynthia A. Wiltshire  Kimberly G. Noble 《Child Development Perspectives》2019,13(1):15-20

Robust evidence of the deleterious effects of poverty on children's academic achievement has generated considerable interest in the neural mechanisms underlying these associations. In studies of specific neurocognitive skills, researchers have found pronounced socioeconomic disparities in children's language and executive function (EF) skills. In this article, we review research linking socioeconomic factors (e.g., family income, parental education) with children's brain structure and function, focusing on the neural systems involved in language and EF. Then, we cover the potential mediators of these associations, developmental timing, and strategies for prevention and intervention. To complement research at the behavioral level, we conclude with recommendations for integrating measures of the developing brain into this ongoing work.  相似文献   

    

Haley A. Vlach 《Child Development Perspectives》2019,13(3):159-165

Word learning researchers have historically been interested in elucidating the mechanisms that allow children to encode words. Recent research has moved beyond the moment of encoding to examine the processes underlying children’s retention and retrieval of words across time. This work has revealed significant memory constraints on children’s word learning. That is, children struggle to retain and retrieve newly learned words. This review outlines research suggesting that describing these processes as memory constraints may mischaracterize how memory shapes language development. Instead, memory constraints are more accurately characterized as double-edged sword mechanisms; limited memory abilities likely hinder and promote children’s word learning simultaneously. The review concludes with suggestions for developing a theory of how children learn to remember words.  相似文献   

A Self-Report Survey: Australian Clinicians’ Attitudes Towards Progress Monitoring Measures     

Jennifer Chung  Ben Buchanan 《Australian psychologist》2019,54(1):3-12

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