Constructing Gender in Chat Groups

We investigated the construction of gender in chat groups. Four unacquainted persons chatted in two gender-anonymous conditions and a non-anonymous control condition. In one anonymous condition, the gender focus was made salient. The other groups did not know about the gender focus. All participants had to guess the gender of the others and give reasons for their decisions. Results suggest that (a) overall, 2/3 of gender guesses fit the sex category of the targets, (b) gender anonymity was more comfortable for women, (c) participants used mostly gender-stereotypic cues to infer gender, however, men and women used syntactic, semantic, and pragmatic cues (with different predictive value) to different degrees, (d) conversational behavior varied depending on gender anonymity, and (e) degree of gender salience was irrelevant for the use of gender as an organizing category.     

Components of Short-Term Memory and Their Relation to Language Processing

Abstract— Verbal working memory consists of separable capacities for the retention of phonological and semantic information. Within the phonological domain, there are independent capacities for retaining input-phonological codes and output-phonological codes. The input-phonological capacity does not appear to be critical for language comprehension but is involved in verbatim repetition and long-term learning of new words. The semantic capacity is critical for both comprehension and production and for the learning of new semantic information. Different neural structures appear to underlie these capacities, with a left-parietal region involved in input-phonological retention and a left-frontal region involved in semantic retention.     

从大众传媒看公众对安乐死态度的嬗变

安乐死问题在我国已经历了由精英话语向大众话题的转变.研究传媒的相关报道,可以看出公众对安乐死问题经过认知、态度转变到实践的历程,通过分析传媒对塑形公众观念所起的作用,可以更好地把握当代社会公众接受新生命伦理观的过程.     

试论束皙之赋及其人品

束皙的赋作是六朝赋史中的特立独行者,选材的独特、语言的质朴使他在崇尚绮丽繁缛文风的西晋赋坛饱受争议。本文以为．正是柬皙赋中的这些迥异于时的因素使得他“代表了西晋文学非主流的一端”,对赋体表现空间的拓展及其功能的完善做出了贡献。     

学习态度与学习行为的相关性研究

按照态度的结构理论,态度包含认知、情感和意向三种成分。该研究采用问卷测查的方式,考察了学习态度中的三种成分与学习行为的关系。结果表明,影响学习行为最主要的因素不是认知,而是意向和情感。所以要使学生真正形成一种能够促进学习行为的积极的学习态度,关键在于使他们产生对学习的愉悦体验和强烈的投入意愿。     

大学生第二外语词汇学习中的测试效应

本研究采用学习-测试研究范式,以"Swahili-汉语"配对词为实验材料,考察不同实验条件测试对大学生第二外语词汇习得的促进作用。研究发现:(1)不同实验条件的累积回忆正确率相同;(2)测试效应显著,且对长时保持具有促进作用;(3)被试对不同实验条件的学习效果的预期与事实不相符。这些结果表明,自我测试既有助于学生高效习得第二外语词汇,又有助于教师改善课堂教学。     

Dynamics of psychoanalytic supervision: a heuristic model

This paper presents a heuristic model for the dynamics of psychoanalytic supervision. It is not a manual for how to perform supervision, but a model for how to identify and think about the complex elements and forces influencing the supervisory process. The point of departure is that psychoanalysis is a composite craft in which seemingly contrary elements like strict rules and creative intuitions have their place and interact. Several aspects of supervision are discussed: aims, learning processes, teaching methods, relationship, emotional atmosphere and evaluation. Competence is given a pivotal place in the model. The main feature of the model is that these aspects of supervision are all seen as suspended in a field of dynamic tensions between phenomena in real or apparent opposition. One example of this is the tension in the supervisory relationship between supervisor as instructor acting as an authority for the candidate whilst being a mentor fostering autonomy in the candidate. It is argued that related kinds of dynamics characterize several aspects of psychoanalytic supervision and that these tensions are inherent in analytic work. In conclusion a key word picture of the model is presented.     

Infant sign training and functional analysis

We taught manual signs to typically developing infants using a reversal design and caregiver-nominated stimuli. We delivered the stimuli on a time-based schedule during baseline. During the intervention, we used progressive prompting and reinforcement, described by Thompson et al. (2004, 2007), to establish mands. Following sign training, we conducted functional analyses and verified that the signs functioned as mands. These results provide preliminary validation for the verbal behavior functional analysis methodology and further evidence of the functional independence of verbal operants.     

The relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms

The aim of the present study was to investigate the relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms. The mathematical language input provided by 35 kindergarten teachers was examined with 9 different input categories. The results of this study indicate that the role of each of these math talk categories is not as straightforward as was hypothesized. Although significant positive relations were found for math talk categories such as cardinality and conventional nominatives, the relations between the categories' calculation and number symbols and children's score on specific number sense tasks were negative. Moreover, a large diversity in math talk was negatively related to kindergartners' number sense acquisition. These results suggest that teachers should be careful and selective with the amount of math talk that they offer to young children.     

Linking sounds to meanings: Infant statistical learning in a natural language

The processes of infant word segmentation and infant word learning have largely been studied separately. However, the ease with which potential word forms are segmented from fluent speech seems likely to influence subsequent mappings between words and their referents. To explore this process, we tested the link between the statistical coherence of sequences presented in fluent speech and infants’ subsequent use of those sequences as labels for novel objects. Notably, the materials were drawn from a natural language unfamiliar to the infants (Italian). The results of three experiments suggest that there is a close relationship between the statistics of the speech stream and subsequent mapping of labels to referents. Mapping was facilitated when the labels contained high transitional probabilities in the forward and/or backward direction (Experiment 1). When no transitional probability information was available (Experiment 2), or when the internal transitional probabilities of the labels were low in both directions (Experiment 3), infants failed to link the labels to their referents. Word learning appears to be strongly influenced by infants’ prior experience with the distribution of sounds that make up words in natural languages.