动词隐含因果关系在代词解决中的作用及时间进程

以大学生为被试,通过三个实验来探讨动词隐含因果关系在代词解决中的作用及其时间进程。结果表明,动词隐含因果关系在代词解决中具有重要作用,特别是偏向NP2的动词具有强烈的导向作用,这种作用在代词解决的过程中,并不是在遇到代词后立即产生,而是在整合的过程中生效。     

The Pronoun Attraction Effect for D(iscourse)-Linked Phrases: Evidence from Speakers of a Null Subject Language

Frazier and Clifton (2002) argue that a d(iscourse)-linked wh-phrase such as which boy attracts the reference of a pronoun in a subordinate clause. We translated Frazier and Clifton's materials from English into Romanian. Romanian is a pro-drop language in which null subjects are licensed by person and number agreement on the verb. We found that the d-linking attraction effect held for both pro and overt pronouns in Romanian. The fact that the effect is found for pro provides evidence that the attraction effect is not due to gender matching between the pronoun and the head of the d-linked phrase. We also tested native speakers of Romanian learning English as a second language on Frazier and Clifton's English materials Levels of coreference were highly similar to those for English native speakers and intermediate and advanced learners showed the d-linking attraction effect. We discuss the results in the context of Carminati's (2002) Position of Antecedent Hypothesis, arguing that this hypothesis can account for both the fact that higher levels of coreference with a wh-phrase antecedent were found for pro than for an overt pronoun in Romanian and the fact that the coreference levels between an overt pronoun and the wh-phrase antecedent were not elevated for Romanian-speaking second language learners of English.     

4～6岁儿童对“偶得物品”与“拥有物品”的分享行为

采用被试内设计法,在三种实验条件下考察180名4～6岁儿童的分享判断及其对“偶得物品”与“拥有物品”的分享行为的发展。结果发现:(1)儿童在对分享故事情境进行不充当角色的判断时,90%的4岁儿童和100%的5岁、6岁儿童能做出正确判断。当他们进行充当故事中人物角色的判断时,4岁儿童判断的正确率降低到81%,5岁和6岁儿童的判断无变化。(2)4岁儿童中大约四分之一的人能够把在实验室情境中偶然得到的、自己喜欢的物品让给未得到该物品的同伴分享,能够这样做的5岁儿童大约有一半,而6岁儿童能够这样做的人达到七成以上,从4岁到6岁,发展趋势非常明显。(3)在对“自己拥有的”物品的分享上,大多数4～6岁儿童都不能将其让给在竞赛中失败、未获得该物品的同伴一同分享。(4)儿童在对分享情境的判断与他们的真实分享行为之间存在着不一致现象。     

Feeling Better About Self After Receiving Negative Feedback: When the Sense That Ability Can Be Improved Is Activated

Past studies suggest that managers and educators often consider negative feedback as a motivator for individuals to think about their shortcomings and improve their work, but delivering negative feedback does not always achieve desired results. The present study, based on incremental theory, employed an intervention method to activate the belief that a particular ability could be improved after negative feedback. Three experiments tested the intervention effect on negative self-relevant emotion. Study 1 indicated conveying suggestions for improving ability reduced negative self-relevant emotion after negative feedback. Study 2 tested whether activating the sense of possible improvement in the ability could reduce negative self-relevant emotion. Results indicated activating the belief that ability could be improved reduced negative self-relevant emotion after failure, but delivering emotion management information alone did not yield the same effect. Study 3 extended the results by affirming the effort participants made in doing the test, and found the affirmation reduced negative self-relevant emotion. Collectively, the findings indicated focusing on the belief that the ability could be improved in the future can reduce negative self-relevant emotion after negative feedback.     

寻找自我：自我相关物主代词的编码与theta节律的活动*

之前的相关研究表明相位锁定的脑电活动调节自我相关物主代词的认知加工。然而,非相位锁定的神经震荡是否参与自我相关物主代词的加工目前还不清楚。为了考察非相位锁定的神经震荡在自我相关物主代词加工中的功能性意义,我们要求被试完成一个标准/偏差刺激辨别任务,同时记录其脑电活动。小波分析的结果发现相对于非自我相关物主代词“他的”,自我相关物主代词“我的”引发了更大的 theta 频带(4~8 Hz)能量活动,这表明 theta 波的活动对自我相关信息加工中脑的大范围神经同步形成的功能性神经网络起着一个很重要的作用。     

Re-reading Anscombe on ‘I’

According to a ‘Straight’ reading of Elizabeth Anscombe’s (1975 Anscombe, E. 1975. “The First Person.” In her Mind and Language, edited by S. Guttenplan, 45–65. Oxford: Oxford University Press. [Google Scholar]) ‘The First Person’, she holds a radically non-referring view of ‘I’. Specifically, ‘I’ is analogous to the expletive ‘it’ in ‘It’s raining’. I argue that this is not her conclusion. Her substantive view, rather is that if what you mean by ‘reference’ is a certain rich and recherché notion tracing to Frege, then ‘I’ is not a referring term. Her methodological point is that one shouldn’t be ‘bewitched by language’ into thinking that ‘I’, because of its syntax, must exhibit ‘reference’ in this sense.