内隐的可接近信息对FOK判断等级和准确性的影响

该研究使用RJR研究范式,探讨内隐的可接近信息对FOK判断等级和判断准确性的影响。结果发现：FOK判断等级受内隐的可接近信息量的影响,二者呈非单调递增、递减的关系;FOK判断等级随内隐的可接近信息强度的增强而增高;FOK判断准确性随内隐的可接近信息量的增多而降低,并随内隐的可接近信息强度的增强而增高。     

Lexical access in early stages of visual word processing: A single-trial correlational MEG study of heteronym recognition

We present an MEG study of heteronym recognition, aiming to distinguish between two theories of lexical access: the ‘early access’ theory, which entails that lexical access occurs at early (pre 200 ms) stages of processing, and the ‘late access’ theory, which interprets this early activity as orthographic word-form identification rather than genuine lexical access. A correlational analysis method was employed to examine effects of the heteronyms’ form and lexical properties on brain activity. We find support for the ‘late access’ view, in that lexical properties did not affect processing until after 300 ms, while earlier activation was primarily modulated by orthographic form.     

The role of state self‐esteem in positive mood effects on person impression: When does a positive mood lead to a favorable view of others?

Subjects in a positive or a neutral mood were engaged in an impression formation task (Experiment 1), and in a word fragment completion task (Experiment 2). A self‐referent versus other‐referent sentence completion task was used to induce a positive mood state. As a result, the subjects exhibited mood congruent effects on impression ratings in the self‐referent but not in the other‐referent mood induction condition. Word completion data, however, indicated that relevant traits (i.e., friendly traits) had been equally activated across the two mood induction conditions. It was also demonstrated that the self‐referent induction procedure was effective in enhancing the level of self‐esteem, whereas the other‐referent one was not. The results converged to suggest that the enhancement in state self‐esteem accompanying the self‐referent procedure might be relevant to positive mood effects on person impression. This indicates the limitation of the mood priming model.     

Early phonological skills as a predictor of reading acquisition: a follow-up study from kindergarten to the middle of grade 2

The purpose of this study was to investigate the power of early measures of phonological skills (phonemic awareness, rapid naming, short-term memory) in predicting later reading skills at various points of time. About 70 children were followed from the end of kindergarten to the middle of grade 2. Correlation analyses were performed as well as a linear growth curve analyses. In the traditional regression analysis, phonemic awareness in kindergarten explained about 27% of the variance in word reading six months later and about 9.5% of the variance at the end of grade 1. Even when prior level of reading skill was included in the predictive equation, a significant amount of variance was still explained by phonemic awareness. The other predictor variables did not explain any variance in word reading, and phonemic awareness did not predict any variance in reading skills in grade 2. When using sentence reading as the dependent variable, phonemic awareness explained about 16% of unique variance after six months, and about 13% of the variance in the middle of grade 2. Similarly, when employing growth curve analysis, phonemic awareness was the only phonological factor that accounted for significant variance in the word reading slope, explaining about 25% of its variance, whereas naming and short-term memory did not explain any unique variance. The lack of predictive power of phonemic awareness on the sentence b-slope is assumed to be caused by unreliable sentence scores in kindergarten.     

解答加减文字题中情境复杂性对问题难度的影响

过去人们基于语言复杂性探讨加减文字题的难度成因,本研究将探讨情境复杂性对问题难度的影响。被试为北京市一城区小学二年级共108名学生（男52,女56）,平均年龄8岁4个月。采用2(问题类型：“给”问题和“拿”问题)×2(事件类型：增多事件和减少事件)混合设计。对于“给”问题,增多题中各语句的主语不一致,减少题中一致,对于“拿”问题则相反。根据语言复杂性解释,因为各语句的主语一致有利于加工,“给”问题有减少题加工优势,“拿”问题有增多题加工优势;根据情境复杂性解释,因为减少情境有利于加工,两类问题均有减少题加工优势。实验表明不论“给”问题还是“拿”问题,均有减少题的加工优势,支持情境复杂性解释     

加减文字题解决研究概述

加减文字题指应用加减法运算解答的简单数学应用题。基本类型有合并题、变化题和比较题。人们主要采用四种方法研究解题过程：解答问题、回忆和构造问题、建立计算机模型和眼动记录。过去研究发现语义类型、年龄、难以理解的词句、问题陈述的简约性、题材个人化、问题陈述结构、数量大小、未知集类型和解答问题的方式等因素显著影响解题过程。人们对解题过程提出了两种理论模型,一是数学知识应用模型,一是语言理解模型     

忽视性阅读障碍的研究概况

首先介绍了忽视性阅读障碍(neglect dyslexia, ND)的概念,随后描述了ND病人在阅读过程中的表现,即衰减效应、词汇效应、词内区分效应、对称效应和词长效应以及保留的语义通达能力。尽管忽视症和ND可以分离,但两者之间有一定联系。文章最后对汉语ND的研究进行了分析和展望,认为其关键问题是阐明汉语ND在多大程度上与拼音文字ND具有可比性。     

普通话韵律词重音知觉

实验一研究了韵律词重音的多个声学相关物,及其对韵律词重音知觉贡献的大小,结果表明,按照贡献大小的次序,影响普通话韵律词重音感知的声学参数是：时长、音高、频谱倾斜和平均能量。实验二研究非声学参数因素对普通话韵律词重音知觉的影响,实验结果表明,听者关于普通话韵律词重音方面的语言学知识对韵律词重音的知觉有显著影响。     

The dynamics of lexical competition during spoken word recognition

The sounds that make up spoken words are heard in a series and must be mapped rapidly onto words in memory because their elements, unlike those of visual words, cannot simultaneously exist or persist in time. Although theories agree that the dynamics of spoken word recognition are important, they differ in how they treat the nature of the competitor set-precisely which words are activated as an auditory word form unfolds in real time. This study used eye tracking to measure the impact over time of word frequency and 2 partially overlapping competitor set definitions: onset density and neighborhood density. Time course measures revealed early and continuous effects of frequency (facilitatory) and on set based similarity (inhibitory). Neighborhood density appears to have early facilitatory effects and late inhibitory effects. The late inhibitory effects are due to differences in the temporal distribution of similarity within neighborhoods. The early facilitatory effects are due to subphonemic cues that inform the listener about word length before the entire word is heard. The results support a new conception of lexical competition neighborhoods in which recognition occurs against a background of activated competitors that changes over time based on fine-grained goodness-of-fit and competition dynamics.     

Syntactic context effects on word recognition: A developmental study

In the present study, grammatical context effects on word recognition were examined among skilled and less skilled second and sixth grade readers. Of particular interest was how the word decoding ability may correlate with the grammatical context effect. For this purpose the rich case-marking system of the Finnish language was exploited. Recognition latencies for sentence-final nouns were measured as a function of their syntactic agreement with the preceding adjective. The naming and lexical decision tasks were used as critical measures.
The study showed a clear syntactic context effect for each of the four experimental groups. The magnitude of the observed syntactic effect was substantially larger compared to earlier results. Furthermore, the effect emerged both in naming and lexical decision. In naming, less skilled 2nd grade decoders were more affected by grammatical incongruency than their more competent peers, whereas in lexical decision the skilled 6th graders differed from other groups by showing a smaller syntactic effect. The results are discussed in the light of Stanovich's interactive-compensatory model of word recognition.