动词语义和句子语法对代词加工的影响

考察了动词语义和句子语法对代词加工的影响．结果表明,动词语义是影响代词理解的一个因素;相同语法功能假设尚需进一步验证,研究者还提出代词理解受社会文化因素影响的假设。     

Converging measures of speech segmentation in preverbal infants

Two studies using novel extensions of the conditioned head-turning method examined contributions of rhythmic and distributional properties of syllable strings to 8-month-old infants' speech segmentation. The two techniques introduced exploit fundamental, but complementary, properties of representational units. The first involved assessment of discriminative response maintenance when simple training stimuli were embedded in more complex speech contexts; the second involved measurement of infants' latencies in detecting extraneous signals superimposed on speech stimuli. A complex pattern of results is predicted if infants succeed in grouping syllables into higher-order units. Across the two studies, the predicted pattern of results emerged, indicating that rhythmic properties of speech play an important role in guiding infants toward potential linguistically relevant units and simultaneously demonstrating that the techniques proposed here provide valid, converging measures of infants' auditory representational units.     

Facilitator influence in facilitated communication

The use of facilitated communication with individuals with autism has generated considerable controversy over the past several years. Only recently has research begun appearing which examines the procedure using reasonable scientific controls to establish the validity of this form of communication. The present study assessed the validity of facilitated communication and evaluated the effects of facilitator influence with seven individuals with autism and mental retardation. Three individuals showed clear evidence of facilitator influence, another three showed no such influence, and one subject performed at chance levels. A follow-up session with the three subjects who showed no facilitator influence demonstrated that they also showed no unexpected language competence compared to their measured IQ and to assessment under standard conditions. Results are discussed in terms of significance for facilitated communication in general and in terms of the utility of the methodology as a means of demonstrating language competence or facilitator influence.     

《尚书》、《左传》、《国语》的心理学思想研究

《尚书》、《左传》、《国语》是我国最古老的三部文献。我国古代的心理学思想有不少都可以在其中找到源头。本文主要讨论：《尚书》的五行观念、人贵论和人性论思想、认知心理思想、个性心理思想、心理测验思想;《左传》的情感心理思想、病理心理思想、文艺心理思想;《国语》的缺陷心理思想。     

5──8岁儿童对几种偏正复句的理解

本研究用三种方式测试８０名５—８岁儿童对因果、条件和让步三种复句的理解。结果表明,他们对这三种复句的理解逐年提高,６岁和７岁之间的变化尤为明显。６岁儿童基本能理解因果复句和条件复句,７岁儿童基本能理解让步复句。他们在三种作业中表现出不同的理解水平,判断句子正误的成绩差于完成句子和指认代词所指的成绩。     

COMPARISON OF PROTOTYPE AND ROTE INSTRUCTION OF ENGLISH NAMES FOR CHINESE VISUAL CHARACTERS

This study compared prototype and rote instruction of English names for Chinese visual characters. In the prototype condition, participants were taught the meaning of the prototype that served as the distinctive feature of multicomponent characters. In the rote condition, participants traced the character and wrote its translation. Participants learned more rapidly and maintained more words in the prototype condition.     

Is community necessary? Quasi-philosophical ruminations

In responding to and examining Mary Anne Raywid's (1989) adoption of community building as an aim for schools, I survey a number of types of communities, including recreational, intentional and language communities. In considering all these communities, I try to show both the power of communities in our personal lives and some idea of why we might be of two minds about promoting community as an ideal in the modern world and in schools in particular.     

Expressed Emotion In The Narrative Context of Family Photographs

This study aims to elucidate cognitive and contextual aspects of the EE (Expressed Emotion) concept. The EE levels of both parents of two first admission psychotic patients were rated from the Five Minute Speech Sample (FMSS), and the emotional responses were further analyzed in narratives of family photographs. The attribution model was found to provide an explanatory framework for understanding relatives' expressed emotions (EE) toward a family member suffering from psychotic disturbances. Four case reports indicated that family photographs induced parents to create narratives in which emotions, attributions, and strategies for coping with stressful aspects of the illness came forward as intertwined phenomena. The method can offer more comprehensive data for intervention strategies aiming to alter the prevailing atmosphere and interaction patterns within the high EE family.     

WHY A BRAIN CAPABLE OF LANGUAGE EVOLVED ONLY ONCE: PREFRONTAL CORTEX AND SYMBOL LEARNING

Abstract. Language and information processes are critical issues in scientific controversies regarding the qualities that epitomize humanness. Whereas some theorists claim human mental uniqueness with regard to language, others point to successes in teaching language skills to other animals. However, although these animals may learn names for things, they show little ability to utilize a complex framework of symbolic reference. In such a framework, words or other symbols refer not only to objects and concepts but also to sequential and hierarchical relationships with other symbols. This process is essential to human mental operations, including language, mathematics, and music. In humans, these operations may have coevolved with the prefrontal area of the cerebral cortex, which is proportionately much larger in humans than in other animals and more intricately linked with other areas of the brain. Analysis of the structure and function of the prefrontal area suggests that it is centrally involved in the operation of higher-order associative relationships involving the subordination of one set of associations to another. This alternate learning strategy apparently appeared at the cost of certain sensory, motor, or limbic abilities. The payoff was symbolic thinking. Humans thus are unique among species, not just for their highly developed language ability but for their odd style of thinking and learning.