眼音距：一个揭示朗读过程中词汇加工的核心指标

朗读是一种出声的阅读方式,而测量朗读过程的一个重要的眼动指标就是眼音距。眼音距是指朗读过程中注视点和发音点之间的时间或空间距离,虽然这个概念早在1920年就提出来了,但直到近十年才受到较多关注,而对于其适用范围及心理学意义,认识尚不充分。本文从眼音距的概念提出和发展入手,分别分析了起始眼音距和结尾眼音距的计算方法和心理学意义,以及它们在快速命名和自然文本朗读任务中对阅读能力和认知控制的反映。未来研究可借助眼音距的特点和优势,进一步探讨朗读过程中副中央凹预视加工的特点和认知控制,以及揭示特殊群体在语言加工缺陷上的发生机制。     

It's what's on the outside that matters: an advantage for external features in children's word recognition

The relative importance of internal and external letter features of words in children's developing reading was investigated to clarify further the nature of early featural analysis. In Experiment 1, 72 6-, 8-, and 10-year-olds read aloud words displayed as wholes, external features only (central features missing, thereby preserving word shape information), or internal features only (central features preserved). There was an improvement in the processing of external features compared with internal features as reading experience increased. Experiment 2 examined the processing of the internal and external features of words employing a forward priming paradigm with 60 8-, 10-, and 12-year-olds. Reaction times to internal feature primes were equivalent to a nonprime blank condition, whereas responses to external feature primes were faster than those to the other two prime types. This advantage for the external features of words is discussed in terms of an early and enduring role for processing the external visual features in words during reading development.     

Naming and categorization in young children: IV: listener behavior training and transfer of function

Following pretraining with everyday objects, 14 children aged from 1 to 4 years were trained, for each of three pairs of different arbitrary wooden shapes (Set 1), to select one stimulus in response to the spoken word /zog/, and the other to /vek/. When given a test for the corresponding tacts ("zog" and "vek"), 10 children passed, showing that they had learned common names for the stimuli, and 4 failed. All children were trained to clap to one stimulus of Pair 1 and wave to the other. All those who named showed either transfer of the novel functions to the remaining two pairs of stimuli in Test 1, or novel function comprehension for all three pairs in Test 2, or both. Three of these children next participated in, and passed, category match-to-sample tests. In contrast, all 4 children who had learned only listener behavior failed both the category transfer and category match-to-sample tests. When 3 of them were next trained to name the stimuli, they passed the category transfer and (for the 2 subjects tested) category match-to-sample tests. Three children were next trained on the common listener relations with another set of arbitrary stimuli (Set 2); all succeeded on the tact and category tests with the Set 2 stimuli. Taken together with the findings from the other studies in the series, the present experiment shows that (a) common listener training also establishes the corresponding names in some but not all children, and (b) only children who learn common names categorize; all those who learn only listener behavior fail. This is good evidence in support of the naming account of categorization.     

Equivalence classes with requirements for short response latencies

Five adult humans were tested for emergent conditional discriminations under rapid-responding contingencies. During four-comparison matching-to-sample baseline training (AB and AC), limited-hold contingencies for responding to samples and comparisons were gradually restricted to the shortest duration consistent with at least 95% accuracy and no more than 5% failures to respond. The final limited-hold values were 0.4-0.5 s for samples and 1.2-1.3 s for comparisons; mean response latencies were 0.15-0.28 s for samples and 0.59-0.73 s for comparisons; inter-trial intervals were 0.4 s. With these fast-responding requirements, test blocks presented 72 probe trials interspersed among 72 baseline trials, all without programmed differential consequences. Four equivalence test blocks (BC and CB probes, which tested simultaneously for both symmetry and transitivity) were followed by four symmetry (BA and CA probes) test blocks. Three subjects' results documented emergent performances indicative of equivalence classes despite fast-responding requirements that severely limited the time available for mediating vocal or subvocal responses. For these three subjects, mean latencies were slightly shorter in baseline trials than in probes, and shorter on symmetry than on equivalence probes. These differences, however, were usually less than the differences among mean latencies on the different types of trials within the baseline and probed performances.     

Development of animal recognition: a difference between Parts and Wholes

A series of experiments examined children's recognition of animals by their features (Parts) and by the relative scale of the parts (Wholes). They were asked to identify the correct picture of an animal they could name from the original plus two computer-generated alternatives. We examined the developmental trends associated with upright (Studies 1 and 3) and inverted presentations (Study 3). Both experiments confirmed children's superior ability in dealing with the recognition of animal Parts over animal Wholes, especially for the younger ages tested (6- and 10-year-olds). It was not until the ages of 15-16 that children demonstrated equal performance on Whole and Part items. The late acquisition of animal Whole recognition is compared to the late acquired configural skills proposed for face recognition.     

言语产生中的词长效应

采用图片命名方法考察言语产生中的词长效应,并进而分析语音计划的单位和序列性。选取能同时用单音节(如“羊”)和双音节(“山羊”)命名的图片作刺激材料,发现双音节命名明显慢于单音节命名,这种效应既表现在首音节型(如“花”与“花朵”),也表现在尾音节型(如“羊”与“山羊”)刺激材料上。研究结果支持语音编码从左到右、系列提取和双音节词的词音计划单位大于单音节词的观点。该文还对图片命名中的频率效应进行了事后分析。     

语素意识在儿童汉语阅读中的作用

文章考察了语音意识、语素意识和命名速度在儿童汉语阅读中的作用。结果发现：语素意识和命名速度对汉字命名组词具有显著的预测作用;而语素意识和语音意识对同音字识别具有显著的预测作用。语素意识是唯一显著预测两种不同阅读任务的认知变量。对阅读障碍儿童所存在的缺陷进行分析,结果发现：76%的阅读障碍存在语素缺陷;相比之下,分别有43%和41%的阅读障碍存在语音缺陷和命名速度缺陷。结果表明汉语的语素意识在儿童阅读中具有重要作用,语素缺陷有可能成为儿童汉语阅读困难的主要原因。     

汉—英并列双语者图片命名的重复启动效应

使用图片命名的重复启动范式来考察同一语种内和不同语种间条件下图片的重复呈现对词汇生成的启动效应。结果表明,语种内重复启动显著大于语种间重复启动,汉、英语种内重复启动效应无显著差异;语种间条件下两种语言间的重复启动存在不对称性,汉语—英语的启动大于英语—汉语的启动。实验结果支持词汇/概念分布模型。     

汉语图片命名中获得年龄的作用

不同语种的研究都发现获得年龄是影响图片命名和词汇命名的重要因素。该研究对汉语图片命名中获得年龄的作用进行了初步探讨。研究分为两部分,第一部分让20名大学生对187幅选自Snodgrass和Vanderwart图片集的线条画的名称的获得年龄进行了评定;第二部分以该187幅图片为刺激,30名大学生被试对图片进行命名反应。以命名反应时为因变量,采用多重回归分析,发现除了名称一致性和概念熟悉性,获得年龄是图片命名反应时的主要预测指标,并没有发现词频的效应。文章对此结果进行了讨论。     

Correlates of Canadian native children's reading performance: From cognitive styles to cognitive processes

Individual differences in reading and cognitive processing among a sample of generally poor readers were studied in order to answer two major questions: Do they have a specific cognitive style that favors global-simultaneous strategies and a weak sequential strategy? If they do not have a distinct cognitive style or strategy, but are merely poor in using sequential (Successive) strategies, then, would the same processes that influence reading performance in the general population determine their performance as well? A sample of 84 Canadian First Nations (FN) children were assessed in word and pseudoword reading, rapid naming speed, and ability to process information using the Planning, Attention, Successive, and Simultaneous (PASS) theory of intelligence. Results confirmed that this sample of children did not exhibit a specific cognitive style. Rather, there was evidence of a weakness in Successive processing only in the subgroup of poor readers. The importance of understanding the role of Successive processing and rapid naming speed relative to reading is further discussed.