A Systematic Review of Online Response Rates in Four Counseling Journals

This systematic review of articles published in 4 counseling journals found 207 articles that used online recruitment, of which 98 (47.3%) reported a response rate. These 98 studies collectively contained 22,466 individual participants. Results showed that nearly one third of all empirical articles used online recruitment, and the average response rate was 34.2% (SD = 22.6). Response rates are further described by journal, population, research methodology, and recruitment strategy. Researcher‐reported issues with online recruitment and data collection were also analyzed qualitatively, and recommendations for researchers are discussed.     

镜像呈现方式对青年人和老年人汉语阅读过程的影响:眼动研究

拼音文字文本阅读研究发现,同青年人相比,老年人在阅读过程中有更多的跳读发生、向前眼跳幅度更长、回视次数更多。基于这些研究结果,研究者提出了老年人阅读的“风险阅读”策略。为探究在中文阅读过程中老年人的加工特点以及与拼音文字阅读的策略异同,实验采用镜像和正常两种方式呈现文本进行了考察。结果发现,在中文阅读过程中,相较于青年人,老年人的跳读率更低,向前眼跳幅度更小,采用的是一种更为谨慎的阅读策略。在镜像呈现的条件下,老年人与青年人之间的跳读率没有显著差异,在正常呈现的条件下,老年人的跳读率显著低于青年,表明在汉语阅读中老年人采取更加谨慎的阅读策略与其副中央凹加工能力下降,以及汉语与拼音文字两种不同书写系统的基本属性有关。     

汉语儿童语素意识对阅读理解的影响:默读流畅性的中介效应

通过对149名小学一年级学生两年的追踪研究,在控制了一般认知能力、语音意识以及所关注变量自回归效应的情况下,探讨默读流畅性在语素意识与阅读理解关系中的作用。结果发现：（1）儿童语素意识、默读流畅性及阅读理解随时间均有显著发展;（2）一年级下学期儿童的默读流畅性在一年级上学期语素意识影响二年级上学期阅读理解过程中的中介作用显著,而二年级上学期的默读流畅性在一年级下学期语素意识影响二年级下学期阅读理解过程中的中介作用不显著。结果表明,在小学低年级阶段,默读流畅性在早期语素意识与之后的阅读理解中发挥跨时间点的中介作用,且该中介效应随儿童认知技能的发展会发生一定的变化。     

Interactions of reading and semantics along the ventral visual processing stream

Converging evidence supports a distributed-plus-hub view of semantic processing, in which there are distributed modular semantic sub-systems (e.g., for shape, colour, and action) connected to an amodal semantic hub. Furthermore, object semantic processing of colour and shape, and lexical reading and identification, are processed mainly along the ventral stream, while action semantic processing occurs mainly along the dorsal stream. In Experiment 1, participants read a prime word that required imagining either the object or action referent, and then named a lexical word target. In Experiments 2 and 3, participants performed a lexical decision task (LDT) with the same targets as in Experiment 1, in the presence of foils that were legal nonwords (NW; Experiment 2) or pseudohomophones (PH; Experiment 3). Semantic priming was similar in effect size regardless of prime type for naming, but was greater for object primes than action primes for the LDT with PH foils, suggesting a shared-stream advantage when the task demands focus on orthographic lexical processing. These experiments extend the distributed-plus-hub model, and provide a novel paradigm for further research.     

Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills

This study investigates the longitudinal predictors of the development of Chinese word reading skills and potential bidirectional relationships between Chinese word reading and oral language skills. We examine, in a 2‐year longitudinal study, a wide range of theoretically important predictors (phonological awareness, tone awareness, morphological awareness, visual skills, rapid automatized naming, Pinyin knowledge, and vocabulary knowledge) of reading in 143 primary‐school children living in mainland China. Initial levels of reading were predicted by vocabulary knowledge, phonological awareness, and visual discrimination skills. Only initial reading levels predicted growth in reading. Initial reading also predicted growth in vocabulary knowledge and morphological construction. This pattern demonstrates that the early stages of learning to read in Chinese places demands on semantic (vocabulary) and visual skills in addition to phonological skills. Furthermore, early levels of word reading predict the growth of vocabulary knowledge and morphological awareness suggesting that the development of these oral language skills is facilitated by learning to read.     

语义和句法信息在副中央凹加工中的作用

读者能够从副中央凹中提取到什么类型的信息, 是当前阅读眼动研究领域关注的焦点问题.当前普遍认为低水平信息(如正字法信息)可以在副中央凹中得以加工, 但是高水平的信息(如语义和句法信息)能否从副中央凹中进行提取存在争议.本文总结了近年来高水平信息在副中央凹加工的研究进展, 包括拼音文字和非拼音文字(如中文)阅读过程中语义和句法预视效益的研究现状及影响因素, 当前眼动控制模型(如E-Z读者和SWIFT)对预视效益的解释和不足之处, 最后提出未来关于语义和句法预视加工的研究方向.     

语篇阅读中时间参照加工的似时间转换特点

为了在语篇的层面上从浅层的语词加工和深层的情境加工两个角度考察时间参照加工的特点,采用单因素4水平重复测量实验设计,使用EyelinkⅡ型眼动仪比较了时间参照与时间转换的眼动指标。结果显示,时间词区:远参照与短时转换的眼动指标接近,近参照与长时转换的指标接近;关键事件区:远参照与长时转换的指标接近,近参照与短时转换的指标接近。结果表明时间参照表现出类似时间转换的特点,其特点与能否维系语篇的因果连贯性相关。     

The influence of speech rate and accent on access and use of semantic information

Circumstances in which the speech input is presented in sub-optimal conditions generally lead to processing costs affecting spoken word recognition. The current study indicates that some processing demands imposed by listening to difficult speech can be mitigated by feedback from semantic knowledge. A set of lexical decision experiments examined how foreign accented speech and word duration impact access to semantic knowledge in spoken word recognition. Results indicate that when listeners process accented speech, the reliance on semantic information increases. Speech rate was not observed to influence semantic access, except in the setting in which unusually slow accented speech was presented. These findings support interactive activation models of spoken word recognition in which attention is modulated based on speech demands.     

Bilingualism and reading difficulties: an exploration in episodic and semantic memory

This study was designed to investigate the effect of bilingualism and reading difficulties (RD) on episodic and semantic memory. The subjects included 190 children (aged 9–12 years): 45 Iranian-Swedish bilinguals and 59 Swedish monolinguals with typically developed reading, along with 41 bilinguals and 45 monolinguals with RD. To measure episodic memory, subject-performed and verbal tasks were used for encoding, and both free and cued recall were used for retrieval. Letter and category fluency tasks were used to test semantic memory. In action memory, bilingual children with RD benefited less from enactment encoding form compared to children with typically developed reading. Additionally, bilingual with RD had lower rates of recollection in category fluency compared to their monolingual counterparts. However, in letter fluency, there was not found a difference between performances of bilinguals and monolinguals with RD. We discuss the involvement of long-term memory in both bilingualism and reading.