母语句法结构对中国学生英语语句理解的影响

中国学生的英语学习受到汉语的影响,尽管这种影响随着学生英语提高而渐趋减小,但当学生的英语达到相当高水平时仍可较明显地观察到。通过实验证明：中国英语专业二年级学生在英语学习中仍受到汉语一定程度的影响,而且在词序方面尤为明显。这种影响的存在表明在中国的英语教学和学习中应给予母语因素以足够的重视。     

Folic acid and the prevention of neural tube defects: A position paper of the national society of genetic counselors

Considerable scientific evidence demonstrates the reduction in risk for neural tube defects (NTDs) associated with maternal preconceptional folic acid supplementation. The National Society of Genetic Counselors (NSGC) endorses the U.S. Public Health Service recommendations for folic acid supplementation at the 0.4 mg level for women in the general population and at the 4.0 mg level for women at high or increased risk for NTD pregnancies for at least 4 weeks prior to active pursuit of conception. We encourage targeted educational efforts and surveillance to assess results of this dietary supplementation. The NSGC further urges the Food and Drug Administration to fortify staple foodstuffs with folic acid for a population-based approach to minimize the number of NTD births.     

Organizational factors and work involvement

The aim of this paper is to describe a study which investigated the influence of organizational factors on job involvement and specialization involvement. It was hypothesized that rank, self-expression, participation in decision making, and career factors affect job and specialization involvement. The independent variables were chosen by considering an extension of Schein's (1971, Journal of Applied Behavioral Science, 7, 401–426) “career cone” concept. The hypotheses were tested using a sample of Australian Army officers (N = 384) in a questionnaire survey. The results showed that job involvement is associated primarily with self-expression, although the latter is influenced in turn by participation in decision making, and that specialization involvement is associated with both self-expression and career factors. Rank does not affect either involvement variable. It was concluded that Schein's concept is a useful guide to theory and research on career attitudes. The results support the proposition that job and specialization involvement are distinct constructs. Implications for organizations are discussed.     

A signal detection framework for the evaluation of probabilistic forecasts

In this paper I formulate an approach for evaluating probabilistic forecasts in terms of signal detection theory. Signal detection theory provides a powerful perspective for this type of problem, and a rich empirical background including methodological tools as well as an extensive body of research in many domains. I propose procedures which emphasize the maximization of expected utility for the decision maker who uses the forecasts. Further, I suggest approaches to obtaining indices of calibration and resolution within this framework. I also present arguments that the proposed indices will exhibit the same basic properties as do decompositions of Brier's (1950, Monthly Weather Review, 78, 1–3) mean probability score. However, the properties may be reflected in different ways, and hence, the present methods may lead to different conclusions about forecasting ability. Finally, I argue that the use of an expected utility loss function makes this approach more appropriate for practical applications as well as for theoretical research than other procedures with more arbitrary loss functions.     

父母低头行为对儿童青少年心理发展的影响

父母低头行为是指父母照顾或与孩子交流时,过分关注与使用手机而忽视孩子的行为。梳理相关研究发现,父母低头行为会对孩子产生多种不良影响,如,降低亲子关系交流质量、增加意外伤害风险、损伤人际交往能力、导致问题行为增多。现有研究采用取代假说、多任务操作理论以及依恋理论对影响过程进行解释。未来研究的关键在于邻近概念的区分、测量方式和研究方法的改进、探讨儿童对父母手机使用行为的看法以及移动设备对亲子互动可能的积极影响。     

The retention of nouns,adjectives, and verbs of sentences

This research compared the retention of nouns, adjectives and verbs of sentences. A model of the structure underlying the retention of sentences and in which deep structure constituent propositions are hierarchically related, was used to make predictions concerning the retention of these word classes. The model was not supported by the data and it was determined that latencies to recognize the words of a previously presented sentence were the same for all classes of words. This result indicated that for recognition (but not necessarily for other memory tasks), each word of a sentence is seperately or equally accessible (as long as inter-word imagery is the same). However, a further experiment showed that, although word class is not a variable, the image-arousing capacity of a word is. Latencies and error rates were much lower for high-imagery words than for low-imagery ones. The findings on error rates in recognizing words were interesting and pointed to a different model where the meaning representations and syntatic functions of words have an active role in sentence retention.     

Predictability,controllability, and inoculation against learned helplessness

Nondepressed human subjects were divided into seven groups. On a series of discrimination problems, a helplessness group received insoluble problems, a solvable group received contingent feedback, and a no treatment control group received no feedback. For two other groups insoluble problems were preceded by success feedback on a different task presented according to a fixed ratio (FR) or variable ratio (VR) schedule of reinforcement. Two control groups received either FR or VR schedules of success but were not examined on the discrimination problems. All groups were tested for escape/avoidance performance on a human shuttle box. Both FR and VR schedules produced an inoculation against learned helplessness; escape performance by the helplessness group was significantly worse than that of FR and VR inoculation groups. These latter groups performed similar to the solvable and three control groups. Significantly worse than that of FR and VR inoculation groups. These latter groups performed similar to the solvable and three control groups. Significantly fewer subjects in the VR inoculation group exhibited avoidance responses than their counterparts in the FR inoculation group. despite similar escape performance. The findings indicate that learned helplessness can be prevented in humans and suggest different sources of interference produced by unpredictable and uncontrollable events.     

Comparative judgments with numerical reference points

A model of subjective magnitude comparisons is explored, which assumes that subjects compare symbolic stimulus magnitudes with respect to a reference point. The reference point may be established implicitly by the question (e.g., “Which is larger?” vs “Which is smaller?”) or be presented explicitly (e.g., “Choose the stimulus closer to X.”). The model was tested in five experiments in which subjects judged which of two comparison digits was closer to (or further from) a reference digit. Regression analyses in three experiments revealed that reaction time depended on the ratio of the distances from the comparison items to the reference point. The other two experiments provided evidence that subjects can strategically vary the processes by which they compare stimuli to a reference point. The results indicated that subjects can perform various types of “analog arithmetic” using either the linear number scale or a nonlinear scale of subjective digit magnitude.     

Development of natural language concepts: IV. The relationship between semantic organization and learning

In Experiment 1, 30 subjects at each of three age levels were shown pictures of unfamiliar “animals”. They were told two semantic attributes for each animal (e.g., kind and strong) and were asked to learn these sets so that, when shown a picture, the appropriate attributes could be recalled. The results indicated that the dimensional structure of the attributes had a strong effect on new learning for young children. Incongruent pairs of attributes (e.g., kind and ugly) were difficult to learn compared to congruent (e.g., kind and beautiful) or unrelated (e.g., kind and tall) sets. These results indicate: (a) Attribute structure is a factor in new learning; (b) 6-year-olds tend to organize the verbal labels for attributes into bipolar dimensions, rather than into independent clusters of attributes. The latter findings require reexamination of the meaning of previous word-association data which had been interpreted as indicating that 6-year-olds tend not to organize meanings bipolarly. Experiment 2 showed that the disruptive effects of incongruence on new learning disappears by college age.