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31.
An exploratory study of linguistic–colour associations across languages in multilingual synaesthetes
《Quarterly journal of experimental psychology (2006)》2013,66(7):1343-1355
In one of the most common forms of synaesthesia, linguistic–colour synaesthesia, colour is induced by stimuli such as numbers, letters, days of the week, and months of the year. It is not clear, however, whether linguistic–colour synaesthesia is determined more by higher level semantic information—that is, word meaning—or by lower level grapheme or phoneme structure. To explore this issue, we tested whether colour is consistently induced by grapheme or phoneme form or word meaning in bilingual and trilingual linguistic–colour synaesthetes. We reasoned that if the induced colour was related to word meaning, rather than to the acoustic or visual properties of the words, then the induced colours would remain consistent across languages. We found that colours were not consistently related to word meaning across languages. Instead, induced colours were more related to form properties of the word across languages, particularly visual structure. However, the type of inducing stimulus influenced specific colour associations. For example, colours to months of the year were more consistent across languages than were colours to numbers or days of the week. Furthermore, the effect of inducing stimuli was also associated with the age of acquisition of additional languages. Our findings are discussed with reference to a critical period in language acquisition on synaesthesia. 相似文献
32.
《Journal of motor behavior》2013,45(1):104-114
In performing the sit-to-stand transition, young children (6- to 7-year-olds) were expected to display a movement form similar to that of adults. However, movement consistency was predicted to be poorer in children than in adults because they lack refinement of motor control processes. Kinematic analysis of 10 repetitions of the sit-to-stand movement was carried out for 6 typically developing children and 6 adults. Supporting the authors' prediction of comparable form, no differences were evident between age groups for sequence of joint onsets, proportional duration of segmental motion, or in angle-angle plots of displacement at 2 segments. In contrast, within-participant variability was found to be higher for children: Coefficients of variation for most kinematic measures were twice those seen for adults. The authors interpret the children's lack of movement consistency as a reflection of inadequate stabilization of an internal model of intersegmental dynamics. Whereas adults have attained a skill level associated with refinement of that model, children have not. Children have an additional control problem because changes in body morphology throughout childhood require ongoing updating of the internal model that controls intrinsic dynamics. 相似文献
33.
The current investigation examined the form and magnitude of the relationship between political skill and two intrapersonal worker reactions—job satisfaction and job tension. Political skill was hypothesized to demonstrate an inverted U-shaped nonlinear relationship with job satisfaction and a U-shaped relationship with job tension. Data from three separate studies supported the hypothesized relationships. Specifically, moderate levels of political skill were associated with higher levels of job satisfaction (Studies 1-3) and lower levels of job tension (Studies 1 and 2). Conversely, in comparison to more moderate levels, higher and lower levels of political skill were adversely related to these outcomes. Implications, strengths and limitations, and directions for future research are discussed. 相似文献
34.
David?L.?LeeEmail author Sam?Stansbery Richard?KubinaJr. Rachel?Wannarka 《Journal of Behavioral Education》2005,14(4):267-281
Basic fact acquisition is an important component for developing higher-order math skills. However, getting students with a
history of academic noncompliance to engage in activities related to skills acquisition can be difficult. Prior research demonstrates
that engagement increases when nonpreferred activities are preceded by a series of brief activities with a high probability
of completion. This technique, called high-p task/request sequences, was not fully explored within the context of skill acquisition. The purpose of this study was to
examine the effects of adding high-p sequences to explicit instruction on the math fact acquisition of three elementary-age students in a learning support classroom.
Results showed no differences in fact acquisition between explicit instruction and explicit instruction with an added high-p component. However, the high-p sessions took nearly twice as long to complete when compared to explicit instruction alone. Implications for instructional
efficiency and limitations of the high-p procedures for acquisition tasks are discussed. 相似文献
35.
Languages differ in how they encode spatial frames of reference. It is unknown how children acquire the particular frame-of-reference terms in their language (e.g., left/right, north/south). The present paper uses a word-learning paradigm to investigate 4-year-old English-speaking children’s acquisition of such terms. In Part I, with five experiments, we contrasted children’s acquisition of novel word pairs meaning left-right and north-south to examine their initial hypotheses and the relative ease of learning the meanings of these terms. Children interpreted ambiguous spatial terms as having environment-based meanings akin to north and south, and they readily learned and generalized north-south meanings. These studies provide the first direct evidence that children invoke geocentric representations in spatial language acquisition. However, the studies leave unanswered how children ultimately acquire “left” and “right.” In Part II, with three more experiments, we investigated why children struggle to master body-based frame-of-reference words. Children successfully learned “left” and “right” when the novel words were systematically introduced on their own bodies and extended these words to novel (intrinsic and relative) uses; however, they had difficulty learning to talk about the left and right sides of a doll. This difficulty was paralleled in identifying the left and right sides of the doll in a non-linguistic memory task. In contrast, children had no difficulties learning to label the front and back sides of a doll. These studies begin to paint a detailed account of the acquisition of spatial terms in English, and provide insights into the origins of diverse spatial reference frames in the world’s languages. 相似文献
36.
The English plural is about the number of individuals in a set of like kinds. Two-year-old children use the plural but do not do so in all obligatory contexts. The present report asks whether the limitations on their production of the plural are related to aspects of meaning. In two Experiments plural productions were elicited from 2-year-old children for sets of size two and four and for instances of basic-level categories that were either similar or identical. Children were much more likely to produce the plural of these well-known nouns when there were four rather than two and when the instances were identical rather than merely similar. The results provide new evidence on children's acquisition of the English plural, showing that children's early productions are not just limited by knowledge of the noun and its plural form but also is limited by properties of the labeled sets in ways that are relevant to the underlying meaning of the plural. 相似文献
37.
Perception of American Sign Language (ASL) handshape and place of articulation parameters was investigated in three groups of signers: deaf native signers, deaf non-native signers who acquired ASL between the ages of 10 and 18, and hearing non-native signers who acquired ASL as a second language between the ages of 10 and 26. Participants were asked to identify and discriminate dynamic synthetic signs on forced choice identification and similarity judgement tasks. No differences were found in identification performance, but there were effects of language experience on discrimination of the handshape stimuli. Participants were significantly less likely to discriminate handshape stimuli drawn from the region of the category prototype than stimuli that were peripheral to the category or that straddled a category boundary. This pattern was significant for both groups of deaf signers, but was more pronounced for the native signers. The hearing L2 signers exhibited a similar pattern of discrimination, but results did not reach significance. An effect of category structure on the discrimination of place of articulation stimuli was also found, but it did not interact with language background. We conclude that early experience with a signed language magnifies the influence of category prototypes on the perceptual processing of handshape primes, leading to differences in the distribution of attentional resources between native and non-native signers during language comprehension. 相似文献
38.
Human syntax acquisition involves a system that can learn constraints on possible word sequences in typologically-different human languages. Evaluation of computational syntax acquisition systems typically involves theory-specific or language-specific assumptions that make it difficult to compare results in multiple languages. To address this problem, a bag-of-words incremental generation (BIG) task with an automatic sentence prediction accuracy (SPA) evaluation measure was developed. The BIG–SPA task was used to test several learners that incorporated n-gram statistics which are commonly found in statistical approaches to syntax acquisition. In addition, a novel Adjacency–Prominence learner, that was based on psycholinguistic work in sentence production and syntax acquisition, was also tested and it was found that this learner yielded the best results in this task on these languages. In general, the BIG–SPA task is argued to be a useful platform for comparing explicit theories of syntax acquisition in multiple languages. 相似文献
39.
The phenomenology of virtue 总被引:1,自引:0,他引:1
Julia Annas 《Phenomenology and the Cognitive Sciences》2008,7(1):21-34
What is it like to be a good person? I examine and reject suggestions that this will involve having thoughts which have virtue or being a good person as part of their content, as well as suggestions that it might be the presence of feelings distinct from the virtuous person’s thoughts. Is there, then, anything after all to the phenomenology of virtue? I suggest that an answer is to be found in looking to Aristotle’s suggestion that virtuous activity is pleasant to the virtuous person. I try to do this, using the work of the contemporary social psychologist Mihalyi Csikszentmihalyi and his work on the ‘flow experience’. Crucial here is the point that I consider accounts of virtue which take it to have the structure of a practical expertise or skill. It is when we are most engaged in skilful complex activity that the activity is experienced as ‘unimpeded’, in Aristotle’s terms, or as ‘flow’. This experience does not, as might at first appear, preclude thoughtful involvement and reflection. Although we can say what in general the phenomenology of virtue is like, each of us only has some more or less dim idea of it from the extent to which we are virtuous—that is, for most of us, not very much. 相似文献
40.
Grammatical-specific language impairment (G-SLI) in children, arguably, provides evidence for the existence of a specialised grammatical sub-system in the brain, necessary for normal language development. Some researchers challenge this, claiming that domain-general, low-level auditory deficits, particular to rapid processing, cause phonological deficits and thereby SLI. We investigate this possibility by testing the auditory discrimination abilities of G-SLI children for speech and non-speech sounds, at varying presentation rates, and controlling for the effects of age and language on performance. For non-speech formant transitions, 69% of the G-SLI children showed normal auditory processing, whereas for the same acoustic information in speech, only 31% did so. For rapidly presented tones, 46% of the G-SLI children performed normally. Auditory performance with speech and non-speech sounds differentiated the G-SLI children from their age-matched controls, whereas speed of processing did not. The G-SLI children evinced no relationship between their auditory and phonological/grammatical abilities. We found no consistent evidence that a deficit in processing rapid acoustic information causes or maintains G-SLI. The findings, from at least those G-SLI children who do not exhibit any auditory deficits, provide further evidence supporting the existence of a primary domain-specific deficit underlying G-SLI. 相似文献