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131.
Sound‐symbolism is the nonarbitrary link between the sound and meaning of a word. Japanese‐speaking children performed better in a verb generalization task when they were taught novel sound‐symbolic verbs, created based on existing Japanese sound‐symbolic words, than novel nonsound‐symbolic verbs ( Imai, Kita, Nagumo, & Okada, 2008 ). A question remained as to whether the Japanese children had picked up regularities in the Japanese sound‐symbolic lexicon or were sensitive to universal sound‐symbolism. The present study aimed to provide support for the latter. In a verb generalization task, English‐speaking 3‐year‐olds were taught novel sound‐symbolic verbs, created based on Japanese sound‐symbolism, or novel nonsound‐symbolic verbs. English‐speaking children performed better with the sound‐symbolic verbs, just like Japanese‐speaking children. We concluded that children are sensitive to universal sound‐symbolism and can utilize it in word learning and generalization, regardless of their native language. 相似文献
132.
Mintz (2003) found that in English child-directed speech, frequently occurring frames formed by linking the preceding (A) and succeeding (B) word (A_x_B) could accurately predict the syntactic category of the intervening word (x). This has been successfully extended to French (Chemla, Mintz, Bernal, & Christophe, 2009). In this paper, we show that, as for Dutch (Erkelens, 2009), frequent frames in German do not enable such accurate lexical categorization. This can be explained by the characteristics of German including a less restricted word order compared to English or French and the frequent use of some forms as both determiner and pronoun in colloquial German. Finally, we explore the relationship between the accuracy of frames and their potential utility and find that even some of those frames showing high token-based accuracy are of limited value because they are in fact set phrases with little or no variability in the slot position. 相似文献
133.
Ilias Kapoutsis Alexandros Papalexandris Andreas Nikolopoulos Wayne A. Hochwarter Gerald R. Ferris 《Journal of Vocational Behavior》2011,(1):123-135
We developed a two-study, cross-national, constructive replication to examine the role of organizational politics perceptions as a contextual moderator of the political skill – job performance relationship. Specifically, we hypothesized that high levels of political skill would demonstrate its strongest positive effects on job performance when politics perceptions were perceived as low. Conversely, we hypothesized that political skill would demonstrate no relationship with job performance under conditions of high politics perceptions. Across studies conducted both in the United States and Greece, the hypothesis received strong support. In settings characterized by lower perceived politics, high levels of political skill predicted significant increases in job performance, whereas these effects were attenuated in environments characterized by high perceived politics. Contributions and implications of this research, strengths and limitations, and directions for future study are discussed. 相似文献
134.
Children learning the inflections of their native language show the ability to generalize beyond the perceptual particulars of the examples they are exposed to. The phenomenon of “rule learning”—quick learning of abstract regularities from exposure to a limited set of stimuli—has become an important model system for understanding generalization in infancy. Experiments with adults and children have revealed differences in performance across domains and types of rules. To understand the representational and inferential assumptions necessary to capture this broad set of results, we introduce three ideal observer models for rule learning. Each model builds on the next, allowing us to test the consequences of individual assumptions. Model 1 learns a single rule, Model 2 learns a single rule from noisy input, and Model 3 learns multiple rules from noisy input. These models capture a wide range of experimental results—including several that have been used to argue for domain-specificity or limits on the kinds of generalizations learners can make—suggesting that these ideal observers may be a useful baseline for future work on rule learning. 相似文献
135.
Although children with language impairments, including those associated with reading, usually demonstrate deficits in phonological processing, there is minimal agreement as to the source of those deficits. This study examined two problems hypothesized to be possible sources: either poor auditory sensitivity to speech-relevant acoustic properties, mainly formant transitions, or enhanced masking of those properties. Adults and 8-year-olds with and without phonological processing deficits (PPD) participated. Children with PPD demonstrated weaker abilities than children with typical language development (TLD) in reading, sentence recall, and phonological awareness. Dependent measures were word recognition, discrimination of spectral glides, and phonetic judgments based on spectral and temporal cues. All tasks were conducted in quiet and in noise. Children with PPD showed neither poorer auditory sensitivity nor greater masking than adults and children with TLD, but they did demonstrate an unanticipated deficit in category formation for nonspeech sounds. These results suggest that these children may have an underlying deficit in perceptually organizing sensory information to form coherent categories. 相似文献
136.
Estigarribia B 《Cognitive Science》2010,34(1):68-93
This study advances the hypothesis that optional structural variation in language facilitates syntactic learning (facilitation‐by‐variation). Support for this is provided by a right‐to‐left‐elaboration acquisition model for English yes/no questions (YNQs). Previous studies have focused on the acquisition of ‘‘inverted’’ YNQs, a cornerstone of nativist theories of language development. Data from five American children (1;3 to 5;1) and their parents show that children hear a range of adult questions (Coming?You coming?Are you coming?), not all inverted. These variants are ordered from structurally least complex noncanonical forms to complex canonical inverted forms. I use state‐of‐the‐art econometric techniques to estimate breakpoints in YNQ time series and show that noncanonical questions emerge early in children’s speech and facilitate acquisition of canonical ones. This incremental structure‐building process relies on an adjunction strategy that augments noncanonical questions with initial auxiliaries and subjects. Development proceeds incrementally from right to left to derive auxiliary‐initial structures. 相似文献
137.
护理人员在医疗机构推行临床合理用药的过程中承担着十分重要的任务。加强护理人员的道德教育,提高护理人员的素质,提高药物使用业务知识水平,提高与药物临床使用相关的护理技能,真正体现医疗机构推行的"以人为本"的护理理念,为患者的健康、康复负责。 相似文献
138.
139.
本文通过总结前人关于理性思维的个体差异的研究, 介绍和区分了两种有关理性思维的测量途径, 并讨论了二者之间的内在关系。理性思维可以分成技能和风格两种形式。前者常用评价性的、情境测试方式进行评估, 后者常用描述性的、自陈量表方式进行测量。通过分析认知能力对这两种理性思维的影响, 本文提出一个认知能力与理性思维技能和思维风格关系的理论模型, 为后续在理性思维测量方法上的研究提供一种理论指导。 相似文献
140.