阅读材料类型和难度对五年级儿童阅读策略的影响

以34名五年级儿童为被试,采用出声思维法考查了阅读材料类型和难度对儿童阅读策略使用情况的影响。结果发现,被试在记叙文阅读过程中使用的阅读策略种类数和总次数均多于说明文。阅读材料难度对于阅读策略种类数和使用次数没有影响。阅读材料类型和难度都对多个阅读策略的使用次数有影响,但是阅读材料类型和难度对于各阅读策略使用次数的影响并不一致。     

Improving reading outcomes for children with learning disabilities: using brief experimental analysis to develop parent-tutoring interventions

The present study assessed the effects of summer parent tutoring on 3 children with learning disabilities using empirically derived reading interventions. Brief experimental analyses were used to identify customized reading fluency interventions. Parents were trained to use the intervention strategies with their children. Parents implemented the procedures during parent-tutoring sessions at home and results were measured continuously in high-word-overlap and low-word-overlap passages to determine whether generalization occurred. Parent and child satisfaction with the procedures was assessed. Results demonstrated generalized increases in reading fluency in both high-word-overlap and low-word-overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective. Results are discussed in terms of structuring reading fluency interventions that promote generalization and maintenance of treatment effects.     

Cumulative Keyword Index for Volumes 93-95

Individuals with autism frequently show impairments in text reading comprehension. This often is attributed to poor ability to draw inferences during reading and to inadequate access to relevant knowledge. The current study tested this hypothesis by measuring the time taken to read the same question, relating to either physical or social world knowledge, when it was either relevant or irrelevant to the bridging inference evoked by a preceding two-sentence vignette. In the study, 16 normally developing adolescents and 16 adolescents with autism were matched on word reading accuracy, chronological age, and vocabulary but differed significantly in text comprehension. A strong priming effect was found, robust over participants and over items; participants read those questions that were relevant to the inference evoked by the vignette faster than they read those questions that were irrelevant, and no interaction with group membership or type of knowledge was found. This indicates that readers with autism, just like controls, were activating appropriate world knowledge primed by implicit inferences while reading the vignettes. Thus, the comprehension problems in these readers cannot be attributed to an inability to make implicit inferences or to draw on relevant world knowledge. Instead, we suggest that these problems must be sought at a higher level of text processing.     

阅读中文时信息整合的即时性

通过两个实验对中文语篇理解中相关背景信息的激活与整合到底是即时发生抑或延时进行这一问题进行了探讨。研究所用的阅读材料都包含一个目标句,它与局部语境一致,但与前文提供的背景信息冲突或无关。实验一采用自定步速逐行阅读技术,考察了一致性条件以及句子结束的标记（即句号）是否存在对目标句阅读时间的影响。结果发现,句子结束的标记是否存在并不影响目标句整合加工的进行。实验二运用眼动追踪技术着重探讨信息整合加工能否在目标句关键区中即时进行,实验条件仍为当前信息与背景信息的一致性,重点考察其对目标句中关键前区、关键区及关键后区的作用。结果表明,自变量的操纵导致关键区中反映初次加工的指标产生可靠的效应。这一结果表明中文语篇理解中整合加工的过程开始得非常迅速,是一个即时引发、而非延时进行的过程     

Social priming of dyslexia and reduction of the Stroop effect: What component of the Stroop effect is actually reduced?

Recently, Goldfarb, Aisenberg, and Henik (2011) showed that in a manual format of the Stroop task, dyslexia priming eliminates the normal magnitude of the interference-based Stroop-like findings otherwise exhibited by individuals participating in such research. Goldfarb et al. (2011) consequently concluded that the effect of word reading in a Stroop task (i.e., one automatic behavior) can be effectively controlled through an automatic instruction “do not read” (i.e., another automatic behavior). The present study further investigated these ideas by examining when and how dyslexia priming controls different processes involved in a Stroop task. To this end, the original finding was first replicated (Experiment 1) and subsequently extended to the vocal (instead of manual) response modality to examine whether previously reported eliminations of the Stroop effect persist with this response format (i.e., format producing larger Stroop effects). Since past work (e.g., Augustinova & Ferrand, 2012a; Brown, Joneleit et al., 2002; Ferrand & Augustinova, 2013) had suggested that various interventions were likely to reduce (rather than eliminate) the interference-based Stroop-like findings with vocal responses, a further aim of these experiments was to identify the component of these findings that dyslexia priming actually reduces. To this end, the effects of this intervention were examined in a more fine-grained variant of the Stroop task that distinguished between interference resulting from task-irrelevant processes involved in computing the lexical and semantic representations of the word (i.e., a written distractor to ignore) and task-relevant processes involved in the selection of a response (i.e., a color target to name) that are both involved in this task. In line with our past work (e.g., Augustinova & Ferrand, 2012a; Ferrand & Augustinova, 2013), the results of two experiments (Experiments 2 and 3) showed that in the vocal format, dyslexia priming reduces but does not eliminate the normal magnitude of the interference-based Stroop-like findings and that this reduction is solely due to the control of processes involved in the selection of a response (i.e., a color target to name) – processes that are known to be controllable in this format (Ferrand & Augustinova, 2013). Given that in this format, dyslexia priming had no effect on task-irrelevant processes involved in computing the lexical and semantic representations of a written distractor to be ignored – processes that are known to be automatic – further implications for the control of automatic processes via dyslexia priming are considered and an interpretation in terms of a unitary control mechanism for both the manual and vocal formats is proposed.     

The effects of linearity on sentence comprehension in oral and silent reading

This study examined the effects of linearity of language (e.g., de Saussure, 1916/1972) on performance on a sentence comprehension task, manipulating (a) presentation method (simultaneous, phrase, or flow) and (b) reading method (oral or silent reading). The study also examined the predictive powers of the digit span test (DST) and the reading span test (RST) for task performance. Fifty‐four undergraduate and graduate students participated in the experiment. The results showed that the DST score predicted performance on both garden‐path (GP) and non‐garden‐path (NGP) sentences, whereas the RST score did so only for GP sentences. This suggests that the sentence comprehension task requires not only comprehension but also temporarily storing verbal information, and that the RST score reflects the degree of tolerance for deviation from linearity. The results also revealed that silent reading has an advantage over oral reading in simultaneous presentation and vice versa in flow presentation, whereas the difference between reading methods disappeared in phrase presentation. This suggests that oral and silent reading require different strategies to facilitate sentence comprehension.     

识图方式与地图难度对定向运动员识图决策绩效与视觉搜索特征的影响

目的：研究旨在探究定向运动员在识别定向运动地图时的决策绩效与视觉搜索特征。方法：研究采用组内设计,操控地图难度（简单和复杂）和运动员识图方式（精确识图和概略识图）对高水平定向运动员进行实验研究。结果：（1）随着地图难度的加大,定向运动员识图准确性下降,概略识图反应时增加。（2）识图时,简单地图比复杂地图注视频率和眼跳距离更大,注视次数更少;概略识图比精确识图注视次数更多、注视频率更高、眼跳距离更大;概略识图时,简单地图条件下运动员从起点开始正向搜索,复杂地图条件下从终点开始逆向搜索,注视区域面积大且分散;精确识图时,无论是简单地图还是复杂地图,所有运动员均首先搜索检查点说明表和终点,注视区域面积小且集中。结论：地图难度制约着定向运动员的识图决策绩效。定向运动员识图的视觉搜索特征受识图方式与地图难度影响,表现出不同的视觉搜索策略。     

中文惯用语的加工：结构和熟悉性的作用

为探讨结构和熟悉性在惯用语加工中的作用,本研究操纵惯用语的结构（偏正、动宾）和熟悉性（高、低）,采用Eyelink 1000 plus记录104名大学生阅读包含惯用语的句子时的眼睛注视过程。结果发现：高熟悉惯用语的第一遍注视时间和总注视时间均短于低熟悉惯用语;只有加工低熟悉惯用语时,偏正结构惯用语的总注视时间短于动宾结构惯用语。结果说明,结构只影响低熟悉惯用语的晚期加工,偏正结构比动宾结构惯用语语义整合更容易;熟悉性影响惯用语整个加工过程,高熟悉比低熟悉惯用语加工更快。实验结果支持惯用语的混合模型。     

叙事隐喻的作用机制及其在绘本中的应用

叙事隐喻不仅仅是一种修辞手法或语言中暗含的言外之意,更是一种理解、看待问题的哲学方式,构成了叙事疗法的要素核心。通过文献梳理与分析,对叙事隐喻作用机制进行探讨,揭示了其在第三叙事视角转换、长时记忆、具身认知体验三个方面的特异性作用。并结合绘本阅读,阐明以绘本为载体的叙事隐喻在青少年与成人心理治疗中的表现形式、共通性作用机制和不同的临床实践运用,期望为“绘本阅读+叙事疗法”的联合治疗提供可能性和有效性参考。

     

工作记忆、认知灵活性对幼儿阅读理解的影响:推理能力、心理理论的中介作用

研究选取202名4～5岁的幼儿为研究对象,其中男孩102人、女孩100人,研究采用测验法考察幼儿年龄、工作记忆、认知灵活性、推理能力、心理理论与其阅读理解之间的关系。研究采用Amos22.0验证模型。结果发现,4～5岁幼儿的年龄、心理理论、推理能力能直接影响其阅读理解。认知灵活性、工作记忆会通过影响心理理论、推理能力间接影响阅读理解,并且心理理论、推理能力在其中起完全中介作用。