An introduction to the reading of Bion

The author suggests that a good deal of the confusion that arises in the course of reading Bion derives from the fact that Bion's analytic writing is comprised of two periods of work that involve markedly different conceptions of psychoanalysis. These two periods require of the reader very different ways of reading and generate contrasting experiences in reading. Bion, in passages in Learning from experience (1962) and Attention and interpretation (1970), offers advice to the reader regarding how he would like his 'early' and 'late' work to be read. The author treats the experience of reading these passages as ports of entry into the fundamental tenets underlying Bion's widely differing conceptions of the psychoanalytic enterprise. The experience of reading early Bion generates a sense of psychoanalysis as a never completed process of clarifying obscurities and obscuring clarifications, which enterprise moves in the direction of a convergence of disparate meanings. Incontrast, the experience of reading Bion's later work conveys a sense of psychoanalysis as a process involving a movement toward infinite expansion of meaning. The author offers a detailed account of an analytic experience which he discusses from a point of view informed by Bion's work, particularly his late work.     

The poet,the child and the blackbird: aesthetic reading and spiritual development

This article explores the potential and limitations of Louise Rosenblatt's account of aesthetic reading as a basis for understanding the relationship between literary experience and spiritual development. It does so by examining a particular act of reading involving a poem by Ernst Jandl in the light of Rosenblatt's account of ‘aesthetic reading’ and Kierkegaard's categories of the poet and the child. It is argued that an account of the relationship of spirituality to the reading of literature needs to go beyond the immediate experience of the act of reading and take into account the way that literary meanings are responded to in later living and the way in which attentiveness to textual detail can be rooted in spiritual attitudes.     

颜色交替文本促进小学高年级聋生篇章阅读的眼动研究

聋生由于听力损失,导致其在阅读方面存在一定的困难。如何提高聋生的阅读效率是一个具有重要的实践价值的课题。本研究采用眼动追踪技术,以29名小学高年级聋生为研究对象,考察颜色交替词标记形式对小学高年级聋生篇章阅读的促进作用。结果发现,无论是眼动指标的整体分析还是局部分析,均支持颜色交替词标记文本可以有效地提高小学高年级聋生的语篇阅读效率。本研究结果对于训练提高小学高年级聋生的阅读效率具有一定的启发意义。     

Letter Position Coding with Fred Astaire: Inversion of Letter Position Substitution Effects in Reverse Spelled Words

The effects of letter substitutions have been linked to their position within a word (letter position effects). The current study expanded upon previous research by examining letter-position effects for letter substitutions using forward- and reverse-spelled word primes. Often substituting a letter on one side of a word will have a stronger impact on performance than substituting a letter on the other side of a word. In three experiments it was revealed that the letter-position effects of substitutions changed places when words were spelled backwards. This occurred when both the target and prime were spelled backwards. This was evidence of a congruency effect of letter-position priming. The ramifications of these results for word recognition and transfer are discussed. However, the need for future research should focus on the possibility of an inversion process/mechanism.     

绕口令效应对汉语阅读影响的眼动研究

绕口令效应指无论朗读还是默读,绕口令的阅读时间都长于正常句子的阅读时间。本研究采用Eyelink 2000型眼动仪,通过两个实验考察汉语阅读中的绕口令效应及其对知觉广度的影响。实验1结果表明:与阅读非绕口令相比,绕口令的阅读时间和注视次数均显著增加而阅读速度和平均眼跳幅度均显著下降。实验2结果表明:绕口令的知觉广度为注视点右侧1~2个汉字,控制句的知觉广度为注视点右侧2~3个汉字。结果说明汉语中存在绕口令效应,使读者知觉广度变小,阅读效率下降。。     

Masked form priming is moderated by the size of the letter-order-free orthographic neighbourhood

University students made lexical decisions to targets preceded by masked primes. In Experiment 1, transposed-letter primes were used also in the sandwich priming paradigm, in which the target is briefly pre-presented prior to the prime. The priming effects in the masked paradigm, but not in the sandwich paradigm, were moderated by the density of the letter-order-free neighbourhood of the target. In Experiment 2, letter-order-free neighbour prime words produced a priming cost in masked priming. These results are consistent with the idea that sandwich priming attenuates letter-order-free neighbour competition in target identification. Unexpectedly, no priming cost was produced by conventional (letter-position-preserving) word neighbour primes. Order-free neighbours may produce facilitation of target processing less, and more variably, than conventional neighbours.     

Mental simulation of four visual object properties: similarities and differences as assessed by the sentence–picture verification task

In the sentence–picture verification (SPV) task, people read sentences implying the shape/size/colour/orientation of objects. They then verify whether pictured objects, which either match or mismatch the implied visual information mentioned in the sentence. Faster verification times on matching trials (match advantage) are considered supportive to the notion that readers perform mental simulations during sentence comprehension. This study advances this work by applying a within-subjects design to the SPV-task, enabling us to directly address the strength of and correlation between the match advantages for the properties shape, size, colour, and orientation. Results showed varying match advantages with colour showing the strongest effect, and no match advantage for orientation. Shape, size, and colour were significantly correlated, whereas there were no significant correlations with orientation. These findings suggest that interpretations of match advantages could benefit from a re-evaluation of mental simulation accountsby distinguishing between intrinsic (shape, size, and colour) and extrinsic (orientation) object properties.     

小学五年级语文学优生与学困生阅读知觉广度的眼动研究

本研究以眼动仪为工具,采用移动窗口范式来考察小学五年级语文学优生和学困生的阅读知觉广度。实验结果发现,小学五年级语文学优生的阅读知觉广度范围为注视字左侧一个汉字到注视字右侧三个汉字,小学五年级语文学困生的阅读知觉广度范围为注视字左侧一个汉字到注视字右侧两个汉字。小学五年级语文学优生的阅读知觉广度比学困生更大。     

不同认知方式个体在语篇阅读中抑制外部干扰的眼动研究

采用眼动追踪技术探讨了当干扰材料的意义性不同和干扰材料位置可预测性不同时, 不同认知方式个体在语篇阅读中抑制外来无关干扰的特点, 结果表明: 不同认知方式个体在语篇阅读中抑制外部干扰的能力存在差异, 场独立者好于场依存者, 而且这种差异发生在抑制加工的后作用过程, 本研究支持Dywan等人提出的理论观点。不管是场依存者还是场独立者在语篇阅读中, 相对于无意义干扰材料, 有意义的外部干扰更能吸引阅读者的注意力, 对语篇阅读的干扰作用更明显; 相对于可预测位置的干扰, 读者在阅读过程中更难避开不可预测位置的干扰材料, 其产生的干扰作用更大。