藏语阅读知觉广度的眼动研究

不同语体阅读知觉广度的研究由来已久,研究重心多集中于拼音文字和表意文字,已有研究表明阅读知觉广度存在语言加工的特异性。藏语作为拼音文字,同时具有表意文字的特征,是阅读知觉广度研究尚未涉及的语言材料。因此,藏语阅读知觉广度的范围尚不清楚,藏语阅读知觉广度是否也表现出语言加工的特异性也有待证实。为了探测藏语阅读知觉广度的大小,使用Eye Link 1000 Plus型眼动记录仪,以35名在校藏族大学生为被试,采用经典的移动窗口范式,设计了7种窗口(5、9、13、17、21、25和整行)。结果发现,L2R2-L12R12在所有指标的观测值上均存在显著差异,L4R4-L12R12在总注视次数、总注视时间和向右眼跳幅度三个指标的观测值上存在显著差异,L6R6-L12R12在向右眼跳幅度指标的观测值上存在显著差异,L8R8-L12R12在所有指标的观测值上均不存在显著差异,达到了基准水平。结果支持藏族大学生藏语阅读知觉广度的右侧范围大约是注视点右侧4~8个字符的空间。阅读知觉广度存在语言加工的特异性。     

More than Just the Breadwinner: The Effects of Fathers' Parenting Stress on Children's Language and Cognitive Development

Despite numerous studies on parenting stress suggesting negative influences on parent–child interactions and children's development, the majority of these studies focus on mothers' parenting stress with little or no acknowledgement of fathers. Using data from the National Early Head Start Research and Evaluation Project, this study examined (i) the effects of fathers' parenting stress during toddlerhood on children's language and cognitive outcomes when children are 3 years old (ii) whether the effects of fathers' parenting stress on children's language and cognitive development vary by child gender? Results from mixed linear models showed fathers' parenting stress predicted children's lower cognitive scores, but there were no gender differences in the effects of fathers' parenting stress on children's cognitive outcomes. In the language domain, boys, not girls, were found to be more susceptible to the effects of fathers' parenting stress. These findings indicated that fathers, in addition to mothers, should be included in early parenting research and interventions. Copyright © 2016 John Wiley & Sons, Ltd.     

Destruction and guilt: Splitting and reintegration in the analysis of a traumatised patient

The author traces in detail how, in the analytic relationship, she was slowly able to read aspects of the trauma as 'quotations' and gradually, through transference, transform them into a symbolic language. Split-off aggression and guilt feelings became progressively accessible to interpretation through transferential projective identifi cations. During his analysis, the patient discovered he was the child of Nazi criminals: on his mother's side they were the third generation; on his father's side, the second.     

语言,语义,语言表征,心理理论--从语言获得建构理论谈心理理论和语言能力的关系

语言获得建构论认为儿童利用社会和一般的认知技能进行范畴化。通过主动的用法建构获得语言符号系统。通过大量研究分析推断：儿童心理理论的发展是儿童社会认知概念系统发展和语言表征发展的结果。通过概念系统发展和语言表征以及语言功能性发展的分析,有助于理解语言能力和心理理论的关系。     

Constructing Gender in Chat Groups

We investigated the construction of gender in chat groups. Four unacquainted persons chatted in two gender-anonymous conditions and a non-anonymous control condition. In one anonymous condition, the gender focus was made salient. The other groups did not know about the gender focus. All participants had to guess the gender of the others and give reasons for their decisions. Results suggest that (a) overall, 2/3 of gender guesses fit the sex category of the targets, (b) gender anonymity was more comfortable for women, (c) participants used mostly gender-stereotypic cues to infer gender, however, men and women used syntactic, semantic, and pragmatic cues (with different predictive value) to different degrees, (d) conversational behavior varied depending on gender anonymity, and (e) degree of gender salience was irrelevant for the use of gender as an organizing category.     

Components of Short-Term Memory and Their Relation to Language Processing

Abstract— Verbal working memory consists of separable capacities for the retention of phonological and semantic information. Within the phonological domain, there are independent capacities for retaining input-phonological codes and output-phonological codes. The input-phonological capacity does not appear to be critical for language comprehension but is involved in verbatim repetition and long-term learning of new words. The semantic capacity is critical for both comprehension and production and for the learning of new semantic information. Different neural structures appear to underlie these capacities, with a left-parietal region involved in input-phonological retention and a left-frontal region involved in semantic retention.     

试论束皙之赋及其人品

束皙的赋作是六朝赋史中的特立独行者,选材的独特、语言的质朴使他在崇尚绮丽繁缛文风的西晋赋坛饱受争议。本文以为．正是柬皙赋中的这些迥异于时的因素使得他“代表了西晋文学非主流的一端”,对赋体表现空间的拓展及其功能的完善做出了贡献。     

大学生第二外语词汇学习中的测试效应

本研究采用学习-测试研究范式,以"Swahili-汉语"配对词为实验材料,考察不同实验条件测试对大学生第二外语词汇习得的促进作用。研究发现:(1)不同实验条件的累积回忆正确率相同;(2)测试效应显著,且对长时保持具有促进作用;(3)被试对不同实验条件的学习效果的预期与事实不相符。这些结果表明,自我测试既有助于学生高效习得第二外语词汇,又有助于教师改善课堂教学。     

Infant sign training and functional analysis

We taught manual signs to typically developing infants using a reversal design and caregiver-nominated stimuli. We delivered the stimuli on a time-based schedule during baseline. During the intervention, we used progressive prompting and reinforcement, described by Thompson et al. (2004, 2007), to establish mands. Following sign training, we conducted functional analyses and verified that the signs functioned as mands. These results provide preliminary validation for the verbal behavior functional analysis methodology and further evidence of the functional independence of verbal operants.     

The relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms

The aim of the present study was to investigate the relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms. The mathematical language input provided by 35 kindergarten teachers was examined with 9 different input categories. The results of this study indicate that the role of each of these math talk categories is not as straightforward as was hypothesized. Although significant positive relations were found for math talk categories such as cardinality and conventional nominatives, the relations between the categories' calculation and number symbols and children's score on specific number sense tasks were negative. Moreover, a large diversity in math talk was negatively related to kindergartners' number sense acquisition. These results suggest that teachers should be careful and selective with the amount of math talk that they offer to young children.