大学生外语焦虑、自我效能感与外语成绩关系的研究

以315名大学生为研究对象,采用t检验、相关分析、方差分析和回归分析技术探讨了不同成绩水平、不同性别、不同专业学生的外语焦虑、自我效能感和外语成绩的差异及三者之间的关系。结果表明:(1)外语成绩及格组学生的外语焦虑水平显著低于不及格组学生,自我效能感显著高于不及格组学生;女大学生的外语成绩、自我效能感及能力因子和挫折因子上的自我效能感显著高于男大学生,男女大学生的外语焦虑水平无显著性差异;文科大学生的外语焦虑水平和外语成绩显著高于理科大学生,文、理科学生的自我效能感无显著性差异;(2)外语焦虑与外语成绩呈显著负相关,与自我效能感呈显著负相关,自我效能感与外语成绩呈显著正相关,性别、专业、外语焦虑、自我效能感、效能感的能力和挫折两个因子是外语成绩的显著预测变量。     

Does child verbal ability mediate the relationship between maternal sensitivity and later self‐regulation? A longitudinal study from infancy to 4 years

There is a need to further examine the mechanisms by which maternal sensitivity influences the development of child self‐regulation. This study investigated the role of maternal sensitivity when infants were 10 months old and child verbal ability at 18 months, in relation to various aspects of self‐regulation at 48 months, in a sample of 95 typically developing children (46.3% girls). In particular, the study examined, from a Vygotskian perspective, whether child verbal ability, as measured by receptive and expressive language, mediated the relationship between maternal sensitivity and hot and cool aspects of self‐regulation in the child. As hypothesized, maternal sensitivity predicted child verbal ability, as well as working memory, set shifting, and delay of gratification. Child receptive language predicted set shifting, inhibition, and delay of gratification. In addition, receptive language mediated the relationship between maternal sensitivity and inhibition only. Additive effects of maternal sensitivity and child receptive language in relation to set shifting were found, and a main effect of maternal sensitivity on child delay of gratification. The results add to the body of research suggesting that responsive parenting and child verbal ability are important for the development of self‐regulation, and suggest that different mechanisms may be at work for different aspects of self‐regulation.     

Examining the effects of group‐based instruction on emergent second‐language skills in young children

The present study evaluated the emergence of second‐language intraverbals in typically developing young children following a small‐group teaching intervention. Choral responding was employed with a group of 6 primary school children (5‐6 years old) to teach first‐language tacts (e.g., “What is this in English?” [“Hospital”]) and related second‐language tacts (e.g., “What is this in Welsh?” [“Ysbyty”]). A multiple‐probe design across stimulus sets was used to evaluate subsequent emergence of untrained first‐to‐second‐language derived intraverbals (e.g., “What is hospital in Welsh?” [“Ysbyty”]) and untrained second‐to‐first‐language intraverbals (e.g.,”What is ysbyty in English?” [“Hospital”]). Data indicated that the choral responding intervention produced robust increases in derived intraverbal relations for 3 of the 6 participants.     

Comparing mand training and other instructional methods to teach a foreign language

The purpose of the current study was to examine the effects of mand, tact, and native‐to‐foreign (NFI) and foreign‐to‐native (FNI) intraverbal training on the acquisition of a foreign language. We used a multiple‐baseline design across participants with an embedded adapted alternating treatments design to compare the effects of mand training, tact training, NFI training, and FNI training on the acquisition rate of Chinese words in four typically developing adults. We also examined the emergence of untrained foreign language responses for each training condition. Data for 3 out of the 4 participants suggest that mand training was the most efficient training procedure with respect to acquisition rate. The greatest amount of emergent responding was observed for the mand and tact training conditions.     

When your heart is in your mouth: the effect of second language use on negative emotions

Research on bilingualism and emotions has shown stronger emotional responses in the native language (L1) compared to a foreign language. We investigated the potential of purposeful second language (L2) use as a means of decreasing the experience of psychological distress. Native Swedish speakers read and answered questions about negative and neutral texts in their L1 (Swedish) and their L2 (English) and were asked to rate their level of distress before or after the questions. The texts and associated questions were either written in the same (within-language), or different languages (cross-language). We found that within-language trials when the text was written in participants’ native language (Swedish–Swedish) resulted in an increase of distress, whilst cross-language trials (Swedish–English) resulted in a decrease of distress. This implies that purposeful second language use can diminish levels of distress experienced following a negative event encoded in one's first language.     

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。     

积极心理学的繁荣与演变——阴阳辩证哲理的回归

积极心理学是研究人类在适应社会生活中的积极特质、积极主观体验以及实现积极自我和成长的适应性认知和行为的科学。由Seligman(1998)兴起的积极心理学运动经过十年繁荣,在三个研究支柱的基础上增加第四个支柱积极的关系。由于积极心理学拒绝消极作为其中的范畴,Wong(2011)掀起积极心理学第二次浪潮,转向研究积极-消极的共生关系。并且,引用中国哲学思想,把阴阳之间的辩证互动原则作为积极心理学第二次浪潮的基础,研究积极和消极之间的动态平衡,以实现人类美好幸福生活和繁荣。     

Demystifying infant vocal imitation: The roles of mouth looking and speaker’s gaze

Vocal imitation plays a fundamental role in human language acquisition from infancy. Little is known, however, about how infants imitate other's sounds. We focused on three factors: (a) whether infants receive information from upright faces, (b) the infant's observation of the speaker's mouth and (c) the speaker directing their gaze towards the infant. We recorded the eye movements of 6‐month‐olds who participated in experiments watching videos of a speaker producing vowel sounds. We found that an infants’ tendency to vocally imitate such videos increased as a function of (a) seeing upright rather than inverted faces, (b) their increased looking towards the speaker's mouth and (c) whether the speaker directed their gaze towards, rather than away from infants. These latter findings are consistent with theories of motor resonance and natural pedagogy respectively. New light has been shed on the cues and underlying mechanisms linking infant speech perception and production.