任务转换中的反应-反应相容性效应

采用任务转换范式,分别以阿拉伯数字奇偶判断和组成汉字词的汉字结构一致性判断为任务,通过两个实验探查了不同类型材料在任务转换中的反应—反应相容性效应。结果发现:(1)材料类型对反应—反应相容性效应有影响,任务转换前阿拉伯数字材料存在反应—反应相容性效应,汉字词材料不存在反应—反应相容性效应;(2)任务转换时段对阿拉伯数字奇偶判断任务的反应—反应相容性效应没有影响,转换前后阿拉伯数字奇偶判断任务都存在反应—反应相容性效应;(3)任务转换时段对汉字词任务的反应—反应相容性有影响。转换前没有反应—反应相容性效应,转换后存在反应—反应相容性效应。     

口语报告法在阅读策略研究中的应用

口语报告法是阅读策略研究的重要方法。本文阐述了口语报告法,特别是出声思维在阅读策略研究中的应用,同时也讨论了使用口语报告法进行阅读策略研究时应该注意的问题。     

The debate on the yan-yi relation in Chinese philosophy: Reconstruction and comments

The debate on the yan-yi relation was carried out by Chinese philosophers collectively, and the principles and methods in the debate still belong to a living tradition of Chinese philosophy. From Yijing (Book of Changes), Lunyu (Analects), Laozi and Zhuangzi to Wang Bi, “yi” which cannot be expressed fully by yan (language), is not only “idea” or “meaning” in the human mind, but is also some kind of ontological existence, which is beyond yan and emblematic symbols, and unspeakable. Thus, the debate on the yan-yi relation refers firstly to metaphysics, secondly to moral philosophy, and then to epistemology and philosophy of language. Guided by this view, this paper recalls the source of the debate on the yan-yi relation to Yijing and Lunyu, distinguishes four meanings of “yi” in Chinese philosophy, and reconstructs three arguments. These arguments are the “yan cannot express yi fully” argument, “forget yan once you get yi” argument, and “yan can express yi fully” argument. Finally, this paper exposes and comments on those principles, methods and the general tendency shown in the debate from the following five aspects: starting point, value-preference, methodology, texts (papers and books), and influences. __________ Translated from Jianghai Xuekan 江海学刊 (Jianghai Academic Studies), 2005 (3)     

The Worldwide Significance of Chinese Aesthetics in the Twenty-First Century

Through comparisons between traditional Chinese and Western aesthetics, this article tries to explain the worldwide significance of Chinese aesthetic tradition in the twenty-first century. In contrast to cognitive-rational spirit and the tendency to distinguish the subjectives and objectives of traditional Western aesthetics, traditional Chinese aesthetics shows a distinctive practical-emotional spirit and a tendency to harmoniously unite human beings with nature, and believes that beauty is, first and foremost, a free state or way (Dao) of human life; the most important thing for human beings is how to make their own lives and existence beautiful. Therefore, it puts forward some persuasive and valuable insights into beauty and art, thus playing an independent and constructive role in intercultural aesthetic dialogues of the twenty-first century. Translated from Journal of Xiaogan College, 2004:5     

Social Cohesion,Neighborhood Collective Efficacy,and Adolescent Subjective Well‐being in Urban and Rural Taiwan

This study investigates the association between neighborhood social cohesion, collective efficacy, and adolescent subjective well‐being in a nationally representative sample of Taiwanese youth. The study represents a first to adapt and test a developmental ecological model within a Chinese cultural context. Data came from the Taiwan Youth Project, which assessed representative samples of seventh graders (n = 2,690) and ninth graders (n = 2,851) from both urban and rural counties. The analytic sample included 4,988 adolescents (M age = 14.4, SD = 1.14; 50% female) in Taiwan. A path analysis estimated the direct and indirect effects of social cohesion on adolescent well‐being. The results suggest that neighbors can affect young people's well‐being by reinforcing their perception of safety and enhancing their self‐esteem. Comparisons between youth from urban and rural areas demonstrate a general similarity in the developmental processes, though the perception of safety is less of a concern in rural areas. Findings emphasize universal aspects of neighborhood collective efficacy and developmental–ecological models, as well as allude to culturally specific dimensions in a Chinese‐based context.     

发展性阅读障碍儿童的新词习得及其改善

本研究通过比较重复学习新词时个体眼动模式的变化, 探讨发展性阅读障碍儿童的新词习得及改善途径。实验1以发展性阅读障碍、生理年龄和阅读能力匹配儿童为被试, 采用重复学习新词的范式, 探讨发展性阅读障碍儿童的新词习得。结果发现, 与匹配组相比, 发展性阅读障碍儿童在新词的首次注视时间和凝视时间上需要更多的语境才出现显著下降, 且在总注视时间上表现出更缓慢的下降。表明发展性阅读障碍儿童的新词习得慢于正常儿童。实验2以词间空格和正常无空格两种文本呈现方式, 仍采用重复学习新词范式, 探讨词间空格是否能促进发展性阅读障碍儿童的新词习得。结果发现, 在词间空格条件下, 发展性阅读障碍儿童的新词习得可达到正常儿童的水平。表明作为视觉词切分线索的词间空格, 可促进发展性阅读障碍儿童的新词习得。本研究结果为发展性阅读障碍儿童新词习得提供了一条新的途径。     

Can “you” make a difference? Investigating whether perspective‐taking improves performance on inconsistent mathematical word problems

Pronouns encouraging a second‐person perspective (e.g., “you/your”) affect peoples' mental representations constructed while reading and improve learning. The present study applied these insights to a domain in that such pronoun effects have yet been unexplored: mathematical word problem solving. Specifically, we encouraged a second‐person perspective (using “your”) in an attempt to reduce the consistency effect, that is, the finding that more errors are made on word problems containing a relational keyword inconsistent rather than consistent with the required arithmetic operation. Primary school children solved consistent and inconsistent word problems (containing the relational keywords “less than”) presented in third‐person (i.e., store name) or second‐person (“your store”) perspective. Results demonstrated the consistency effect, but the perspective manipulation did not produce significant differences between conditions, that is, a second‐person perspective did not reduce the consistency effect. These findings suggest that reducing the consistency effect may require a less subtle approach than using personalized pronouns.     

Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input

It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent–child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent–child book reading interactions between 1 and 2.5 years‐of‐age predict elementary school language and literacy outcomes, controlling for the quantity of other talk parents provide their children, family socioeconomic status, and children's own early language skill. We find that the quantity of parent–child book reading interactions predicts children's later receptive vocabulary, reading comprehension, and internal motivation to read (but not decoding, external motivation to read, or math skill), controlling for these other factors. Importantly, we also find that parent language that occurs during book reading interactions is more sophisticated than parent language outside book reading interactions in terms of vocabulary diversity and syntactic complexity.     

Surprisingly Neuroplastic Human Brains: Reading,Science, Philosophy,Theology

Human brains, dramatically more complex than anything else in the known universe, are marvelously mutable. Recent neuroscience focuses on how humans create cumulative transmissible cultures which in turn shape mental development. When cultures become literate, cognitive powers escalate. Although until recently only a comparative few learned to read and write, this takes place with the serendipitous re-use of pattern recognizing capacities, such as those for recognizing faces. With sustained reading diligence, as required during education in science, philosophy, and theology, this results in advanced cognitive skills.     

From reading to thinking: Student lines of thought in a seminar on Christianity and colonialism

This article describes a seminar I taught on Christianity and colonialism. I wanted to introduce students to some content while also allowing them to practice some of the expert skills that we use in religious studies, and more specifically in my own sub‐discipline, the anthropology of religion. In particular, I wanted to make more visible some of our practices of critical reading, and how these can feed into practices of complex thinking. However, given the differences between undergraduate and expert practices, what does “critical reading” and “complex thinking” look like in the undergraduate religion classroom? The article presents student readings and lines of thought through the semester, and describes how these undergraduates began to approach complex thinking on the topic of Christianity and colonialism.