语言表征的神经生物学理论

神经科学家F．Pulvermüller根据Hebb的“细胞群集”学说和相关性学习原理构建的“语言表征的神经生物学理论”首次试图基于皮层功能网络来解释语音、词汇和句法在大脑皮层的表征机制,不仅能较好地描述语言活动中经典语言脑区与其它参与活动脑区的相互关系,也对语言加工的大脑功能偏侧化与整合现象作了合适的说明。本文介绍了这一理论的主要观点和研究资料,并提出了一些尚需进一步研究的问题。     

音乐经验对言语加工能力的促进作用

以初中二年级的学生为考察对象,探讨了音乐经验对不同层次的言语加工能力的促进作用,发现：在声音信号的加工层面,音乐经验对音高和时长信息感知能力的发展都有积极的促进作用;在语音意识层面,音乐经验的促进作用只局限于声调意识;在言语记忆方面,音乐经验可以促进言语材料在长时记忆中的保持。     

数学学业不良初中生的工作记忆特点：领域普遍性还是特殊性?

研究选取上海111名(男生48名, 女生63名, 平均年龄11.97岁)初中学生(数学学业不良学生55名与数学学业优秀学生56名), 根据国家数学课程标准, 将数学划分为数与代数、空间与几何两部分, 又从空间与几何领域中选取初一数学学业知识点—— 轴对称和中心对称图形, 分析在不同内容知识领域的解答过程中所涉及的工作记忆成分。结果发现：(1)数与代数学习需要中央执行系统、视觉-空间模板、语音环路三个成分的共同作用; 空间与几何学习主要受到视觉-空间模板和中央执行系统的影响, 但不存在语音环路的影响。(2)对轴对称与中心对称图形任务的成绩影响最大的是视觉-空间模板, 其次是中央执行系统, 语音环路对该任务作用不明显。两个研究说明工作记忆在初中不同年级的各类数学学业任务中具有不同的作用, 中央执行系统和视觉-空间模板相对更具有普遍性作用, 语音环路具有特殊性作用, 并且随着年龄增高, 视觉－空间模板对数学学业任务的作用更为突显。     

Young Children's Phonological Sensitivity After Exposure to a Rhyming or Nonrhyming Story

This study examined the ability of preschool children to make phonological discriminations after hearing rhyming or nonrhyming versions of the same story. Participants first listened to either a rhyming or nonrhyming version of a story, Rainy Day Kate (Blegvad, 1987), then attempted a phonological deletion and a rhyme/alliteration detection task. In accordance with prior theoretical notions that listening to rhyme sensitizes young children to phonological properties of words, children who heard the rhyming version of the story showed significantly higher performance on the rhyme/alliteration task than did participants who heard the nonrhyming narrative. Children in the rhyme condition also offered more rhyming and clang (nonword but phonologically similar) associates in completing the phonological deletion task.     

语音短时记忆与词汇知识对第二语言词汇学习的影响

选取两种语音熟悉程度不同的非词为实验材料,把语音短时记忆区分为项目短时记忆和序列短时记忆,考察语音短时记忆与词汇知识对汉英双语者第二语言（英语）词汇学习的影响。实验1采用产出性的方式进行学习,结果发现,词汇知识与项目短时记忆对语音熟悉非词的学习起预测作用;词汇知识与序列短时记忆对语音不熟悉非词学习起预测作用。实验2采用接受性的方式进行学习,结果发现,项目短时记忆、序列短时记忆和词汇知识都对语音熟悉非词学习起独立的预测作用;项目短时记忆和序列短时记忆对语音不熟悉非词学习起独立的预测作用。实验结果表明,语音短时记忆和词汇知识都是影响英语词汇学习的重要因素。具体而言,学习语音熟悉的词汇,词汇知识起着更为重要的作用;学习语音不熟悉的词汇,语音短时记忆、特别是序列短时记忆起着更为重要的作用,而且两者作用的大小随着词汇学习方式的不同而发生变化。     

Cross‐Linguistic Differences in Digit Memory Span

This study investigated whether the better performance of the Chinese in digit memory span tasks was due only to the shorter pronunciation duration of Chinese digit names, or to enhanced visuospatial sketchpad abilities, or to both. Results of the experiment showed that the Chinese outperformed their Malay counterparts in digit memory span tasks because Chinese digit names had shorter pronunciation durations than Malay digit names and not because the Chinese had better visuospatial sketchpad abilities than the Malays. The results thus support Baddeley's phonological loop hypothesis as an account for cross‐linguistic differences in digit memory spans. Because memory traces are subject to decay and the phonological store is temporally limited, the shorter the pronunciation duration of digit names in a language, the more digits one can rehearse within a limited time period, and therefore the larger is one's short‐term digit span in that language.     

The effects of prosodic features and wordlikeness on nonword repetition performance among young Japanese children1

This study investigated how prosodic aspects and wordlikeness of nonwords affect young Japanese children's repetition of nonwords. We contrasted two conditions in which a nonword comprised of two morae was pronounced with and without a small pause between the two morae. We also manipulated accent patterns of presentation of nonwords. The results indicated that the presence of a small pause in a nonword had a facilitating effect on the repetition of nonwords. The advantage of high‐wordlike sequences over low‐wordlike sequences was observed only when the sequence was presented without a pause. In contrast, the effect of accent patterns of presentation interacted with vocabulary sizes of children. These results were interpreted in terms of the framework of phonological working memory and the segmentation of the spoken Japanese language.     

汉语语音范畴性知觉在儿童早期阅读中的作用

本研究以172名幼儿园中、大班和小学一年级的5~7岁儿童为研究对象, 测查了语音范畴性知觉、语音意识、短时记忆和汉字识别, 并通过群体差异比较、分层回归和结构方程建模的方法, 探讨了语音范畴性知觉、语音意识和早期阅读的关系。结果发现:(1)5~7岁儿童的语音范畴性知觉、语音意识能力随年龄的增加而显著提高;(2)语音范畴性知觉能力与语音意识, 特别是韵母意识和音节意识显著相关;(3)在语音与早期汉字识别能力的发展模型中, 语音范畴性知觉不直接影响汉字识别, 其对早期阅读的影响是通过语音意识的中介来实现的。     

汉语儿童的语音加工技能与其单词朗读技能的关系研究

以121名小学五年级学生为被试,采用测验法,考察了汉语儿童的语音技工技能与其英文单词朗读技能的关系。结果表明:语音加工技能的三种成分均能够对英文单词朗读技能产生影响,其中,语音意识对单词朗读技能具有重要影响,快速命名能力和语音工作记忆也能够对单词朗读技能产生影响。     

汉语儿童英语语音意识与拼写的关系

对92名二到四年级的汉语儿童进行英语语音意识和英语拼写测试,探索汉语儿童英语拼写的发展特点以及语音意识中的不同成分对其拼写的影响作用。结果发现：（1）汉语儿童的英语拼写成绩随着年级和学习经验的增多而提高,其中二年级到三年级是英语拼写能力发展的关键时期,女生的拼写成绩优于男生。（2）语音意识中的首音韵音意识对汉语儿童的英语拼写有较强的影响作用,此外,拼音和工作记忆也是影响汉语儿童英语拼写的重要因素。