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991.
Zohar Livnat 《Argumentation》2009,23(3):375-386
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运用视知觉研究中经典的事件切割程序,探讨记叙文中时间信息的事件边界效应.结果发现记叙文中的时间信息会被读者外显地知觉为事件边界,并且,跨度长的时间信息比跨度短的时间信息更易于被知觉为事件边界.这和视知觉研究中的发现是一致的.研究在一定程度上支持了记叙文理解过程中情境模型建构的过程依赖类似于事件知觉中所发现的切割过程的观点,为知觉研究和认知研究领域提供了可供沟通的实证支持. 相似文献
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客体档案理论是解释认知过程中如何形成时空表征连续性的重要理论之一。首先,从特征整合论所提出的客体档案概念出发,论述了客体档案模型及其实验依据,在此基础上对涉及客体档案形成、保持与更新的特点所存在的争论进行阐述,之后介绍了由客体档案理论新近发展成的事件档案理论及其依据,最后对目前客体档案研究中存在的一些热点问题如客体档案理论的核心假设和客体档案内部存储的信息类型及其关系等做出总结和展望 相似文献
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Tiffany Kodak Andrea Clements Chris Ninness 《Journal of applied behavior analysis》2009,42(4):839-843
Previous studies have identified a number of effective teaching procedures to increase verbal behavior in individuals with developmental disabilities. However, few studies have evaluated modifications of treatment procedures when children fail to acquire communication skills. In the present investigation, a 4‐year‐old boy with autism failed to acquire unprompted mands and tacts during mand‐only and tact‐only training. Results indicated that combining echoic training with mand or tact training increased unprompted manding and tacting. 相似文献
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This study combined artificial language learning (ALL) with conventional experimental techniques to test whether statistical speech segmentation outputs are integrated into adult listeners’ mental lexicon. Lexicalization was assessed through inhibitory effects of novel neighbors (created by the parsing process) on auditory lexical decisions to real words. Both immediately after familiarization and post-one week, ALL outputs were lexicalized only when the cues available during familiarization (transitional probabilities and wordlikeness) suggested the same parsing (Experiments 1 and 3). No lexicalization effect occurred with incongruent cues (Experiments 2 and 4). Yet, ALL differed from chance, suggesting a dissociation between item knowledge and lexicalization. Similarly contrasted results were found when frequency of occurrence of the stimuli was equated during familiarization (Experiments 3 and 4). Our findings thus indicate that ALL outputs may be lexicalized as far as the segmentation cues are congruent, and that this process cannot be accounted for by raw frequency. 相似文献
999.
Marton K 《Journal of experimental child psychology》2009,102(1):1-13
Within the domain-general theory of language impairment, this study examined body posture and hand movement imitation in children with specific language impairment (SLI) and in their age-matched peers. Participants included 40 children with SLI (5 years 3 months to 6 years 10 months of age) and 40 children with typical language development (5 years 3 months to 6 years 7 months of age). Five tests were used to examine imitation and its underlying cognitive and motor skills such as kinesthesia, working memory, and gross motor coordination. It was hypothesized that children with SLI show a weakness in imitation of body postures and that this deficit is not equally influenced by the underlying cognitive and motor skills. There was a group effect in each cognitive and motor task, but only gross motor coordination proved to be a strong predictor of imitation in children with SLI. In contrast, hand movement imitation was strongly predicted by performance in the Kinesthesia task in typically developing children. Thus, the findings show not only that children with SLI performed more poorly on the imitation tasks than their typically developing peers but also that the groups’ performances showed qualitative differences. The results of the current study provide additional support to the view that the weaknesses in children with SLI are not limited to the verbal domain. 相似文献
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Danielle L. Linklater Rollanda E. O'Connor Gregory J. Palardy 《Journal of School Psychology》2009,(6):369-394
The study assessed the ability of English phonemic awareness measures to predict kindergarten reading performance and determine factors that contributed to growth trajectories on those measures for English Only (EO) and English language learner (ELL) students. Using initial sound fluency (ISF), phoneme segmentation fluency (PSF), and a combined phoneme segmentation task (CPST), students' beginning of kindergarten scores were used to predict end-of-kindergarten Nonsense Word Fluency (NWF) and reading (WRMT-R/NU). Regression analyses revealed that ISF and CPST early in kindergarten predicted variance in NWF and WRMT-R/NU. PSF did not predict reading performance over ISF or CPST. While gender was a significant factor in the growth curves across the measures, results revealed no significant difference for EO and ELL students. 相似文献