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1.
The present study investigated the effects of visual complexity for kanji processing by selecting target kanji from different stroke ranges of visually simple (2–6 strokes), medium (8–12 strokes), and complex (14–20 strokes) kanji with high and low frequencies. A kanji lexical decision task in Experiment 1 and a kanji naming task in Experiment 2 were administered to native Japanese speakers. Results of both experiments showed that visual complexity inhibited the processing of low-frequency kanji, whereas such consistent, inhibitory effects of visual complexity were not observed in the processing of high-frequency kanji. Kanji with medium complexity were processed faster than simple and complex kanji in high frequency. 相似文献
2.
Using a picture pointing task, this study examines toddlers’ processing of phonological alternations that trigger sound changes in connected speech. Three experiments investigate whether 2;5‐ to 3‐year‐old children take into account assimilations—processes by which phonological features of one sound spread to adjacent sounds—for the purpose of word recognition (e.g., in English, ten pounds can be produced as te[mp]ounds). English toddlers (n = 18) show sensitivity to native place assimilations during lexical access in Experiment 1. Likewise, French toddlers (n = 27) compensate for French voicing assimilations in Experiment 2. However, French toddlers (n = 27) do not take into account a hypothetical non‐native place assimilation rule in Experiment 3, suggesting that compensation for assimilation is already language specific. 相似文献
3.
In two reading level design experiments, matched groups of normal and poor readers were compared with regard to their use of phonological and orthographic information. Experiment 1 used a semantic decision task similar to the task described in the study of Jarvella & Snodgrass (1974). Experiment 1 was aimed to assess the way normal and poor readers, matched on reading level, automatically process phonological and orthographic incongruencies when comparing the singular and plural of nouns. Experiment 2 investigated the automatized processing of uppercase-lowercase letter incongruencies in a same-different task using words and pseudowords. It assessed the role of letter feature cues involved in the initial identification process. Experiment 1 demonstrated that poor readers needed more time for evaluating phonologically incongruent word pairs. No independent effect of orthographic incongruency was found. Experiment 2 showed that, if compared with reading age matched normals, poor readers had more problems with evaluating uppercase-lowercase incongruencies. This orthographic processing problem was particularly prominent when pseudowords were presented. It is concluded that poor readers not only have phonological processing problems, but also have difficulties at the orthographic processing level. 相似文献
4.
Isabelle Dautriche Alejandrina Cristia Perrine Brusini Sylvia Yuan Cynthia Fisher Anne Christophe 《Child development》2014,85(3):1168-1180
Previous work has shown that toddlers readily encode each noun in the sentence as a distinct argument of the verb. However, languages allow multiple mappings between form and meaning that do not fit this canonical format. Two experiments examined French 28‐month‐olds' interpretation of right‐dislocated sentences (nouni‐verb, nouni) where the presence of clear, language‐specific cues should block such a canonical mapping. Toddlers (N = 96) interpreted novel verbs embedded in these sentences as transitive, disregarding prosodic cues to dislocation (Experiment 1) but correctly interpreted right‐dislocated sentences containing well‐known verbs (Experiment 2). These results suggest that toddlers can integrate multiple cues in ideal conditions, but default to canonical surface‐to‐meaning mapping when extracting structural information about novel verbs in semantically impoverished conditions. 相似文献
5.
Recent evidence indicates that prior learning about a set of cues may determine how new cues are processed. If subjects are
taught that two reliable predictors of an outcome do not summate when the cues are presented together (i.e., subadditive pretraining),
the subjects will tend to show a less profound blocking effect when trained with different cues. Three experiments investigated
the conditions necessary for subadditive pretraining to generalize to new cues. Experiment 1 demonstrated that subadditive
pretraining is less effective in reducing blocking when it is experienced in a context other than that in which the blocking
training is experienced. In Experiment 2, the effectiveness of subadditive pretraining waned with time. Experiment 3 showed
that subadditive pretraining is more effective when the temporal characteristics of pretraining cues are similar to those
of the cues used in blocking training. These results provide information concerning the conditions under which learning will
generalize from one set of cues to another. 相似文献
6.
Six experiments examined children's ability to make inferences using temporal order information. Children completed versions of a task involving a toy zoo; one version required reasoning about past events (search task) and the other required reasoning about future events (planning task). Children younger than 5 years failed both the search and the planning tasks, whereas 5-year-olds passed both (Experiments 1 and 2). However, when the number of events in the sequence was reduced (Experiment 3), 4-year-olds were successful on the search task but not the planning task. Planning difficulties persisted even when relevant cues were provided (Experiments 4 and 5). Experiment 6 showed that improved performance on the search task found in Experiment 3 was not due to the removal of response ambiguity. 相似文献
7.
句法和语义在留学生汉语简单句理解中的作用 总被引：1，自引：0，他引：1
采用实验方法探讨了句法和语义在中级水平留学生汉语简单句加工中的作用特点。包括两个实验。实验1采用语法判断任务,发现句法作用是主要的;实验2采用施事判断任务,发现句法作用与语义可逆性的作用都很显著;两个实验都发现句法与语义可逆性之间的交互作用不显著。研究结果初步表明,句法因素在中级水平留学生汉语简单句理解的过程中起重要作用,句法分析是一个可以独立于语义的自主加工过程,本研究结果支持句法自主理论。 相似文献
8.
Children's understanding of emotion in speech 总被引：4，自引：0，他引：4
Children's understanding of emotion in speech was explored in three experiments. In Experiment 1, 4- to 10-year-old children and adults (N = 165) judged the happiness or sadness of the speaker from cues conveyed by propositional content and affective paralanguage. When the cues conflicted (i.e., a happy situation was described with sad paralanguage), children relied primarily on content, in contrast to adults, who relied on paralanguage. There were gradual developmental changes from 4-year-olds' almost exclusive focus on content to adults' exclusive focus on paralanguage. Children of all ages exhibited greater response latencies to utterances with conflicting cues than to those with nonconflicting cues, indicating that they processed both sources of emotional information. Children accurately labeled the affective paralanguage when the propositional cues to emotion were obscured by a foreign language (Experiment 2, N = 20) or by low-pass filtering (Experiment 3, N = 60). The findings are consistent with children's limited understanding of the communicative functions of affective paralanguage. 相似文献
9.
Two experiments used eye tracking to investigate a novel cueing approach for directing learner attention to low salience, high relevance aspects of a complex animation. In the first experiment, comprehension of a piano mechanism animation containing spreading-colour cues was compared with comprehension obtained with arrow cues or no cues. Eye tracking data revealed differences in learner attention patterns between the different experimental conditions. The second experiment used eye tracking with synchronized and non-synchronized cues to investigate the role of dynamic direction of attention in cueing effectiveness. Results of Experiment 1 showed that spreading-colour cues resulted in better targeting of attention to thematically relevant aspects and in higher comprehension scores than arrow cues or no cues. For Experiment 2, superior comprehension after the synchronized version together with eye tracking data indicated that cue effectiveness depended on attention direction being spatially and temporally coordinated with onsets of animation events having high thematic relevance to the learning task. The findings suggest the importance of perceptual cues and bottom-up processing. 相似文献
10.
David R. Brodbeck 《Learning & behavior》1994,22(2):119-133
Two passerine species, black-capped chickadees (Parus atricapillus, a food-storing bird) and darkeyed juncos (Junco hyemalis, a nonstoring bird) were compared in a task in which they inspected four feeders in an aviary. Different feeders and different spatial locations were used on each trial. One of the feeders was baited. The subjects returned after a 5-min retention interval to find the baited feeder. Tests with transformations of the feeder array made it possible to determine what cues controlled the food-finding behavior. Chickadees responded to spatial cues preferentially over local color and pattern cues associated with the feeder (Experiments 2–4). The same ordering of responding was found in Experiment 1, a food-storing version of the food-finding task outlined above. Experiment 5 tested juncos on the food-finding task. Juncos responded to all types of information equally. The results are discussed in relation to the notion that because of their food-storing lifestyle, chickadees may need to rely more heavily on spatial cues than do juncos. 相似文献
11.
李敏 《辽宁教育行政学院学报》2011,(6)
本研究考察了中文汉字的音对日文汉字加工的影响。实验采用语音判断任务。结果表明：被试加工日文音相同类型词时,中文音相同会在反应时上促进判断（是判断）;加工日文音不同类型词时,中文音相同会干扰判断（否判断）,这种干扰表现为被试判断的反应时延长,错误率高。实验说明：母语为汉语的中国学生对日文汉字的加工过程中,中文的音对日文加工存在影响,这种影响在中文和日文一致时表现为促进,不一致时表现为干扰。 相似文献
12.
Probabilistic Cues to Grammatical Category in English Orthography and Their Influence During Reading
We investigated probabilistic cues to grammatical category (noun vs. verb) in English orthography. These cues are located in both the beginnings and endings of words—as identified in our large-scale corpus analysis. Experiment 1 tested participants' sensitivity to beginning and ending cues while making speeded grammatical classifications. Experiment 2 tested sensitivity to these cues during lexical decisions. For both tasks, words with consistent ending cues (with respect to grammatical category) were processed more quickly and with lower error rates than words with inconsistent ending cues. However, for beginnings, consistent cues resulted in lower errors but no differences in response times. The data reported here point to the multifaceted nature of grammatical category representation and indicate that probabilistic orthographic cues relating to grammatical category have a clear influence on lexical processing particularly when these cues are located at the end of the word. 相似文献
13.
Two experiments were run in order to investigate the influence of external contextual cues on the interaction between two conflicting memories. Rats were trained, in the same apparatus, on a passive-avoidance task and, 10 min later, on an active-avoidance task, then submitted to a 24-h delayed test (without reinforcement). When contextual cues remained unchanged throughout these three phases, the animals exhibited proactive interference, as shown by longer response latencies than those of control animals that had learned only the active-avoidance task (Experiment 1). When training contexts were made slightly different from one task to the other (by the presence of a continuous tone during either the first or the second task), the animals behaved at subsequent testing in accordance with the response contingencies present in the context exactly similar to the test context; this control of behavior by testing context was demonstrated both when the tone was absent (Experiments 1 and 2) and present (Experiment 2) at testing. A cuing procedure—a 90-sec exposure to the tone in the experimental room 5 min prior to testing—led the animals to behave in accordance with the response previously acquired in the presence of the tone (Experiments 1 and 2), exactly in the same way as animals tested in the presence of the tone (Experiment 2). The same cuing treatment was ineffective when administered 1 h before testing (Experiment 2). These results are interpreted in terms of a dual function of contextual cues at the time of retrieval: the general contextual information present during testing or during pretest cuing is assumed to induce concurrent reactivation of both memories. Consequently, the experimentally manipulated contextual cue (the tone) would have a discriminative function, leading the animals to choose between the two equally available representations. 相似文献
14.
基于DBR创生的情境性知识进行教学评测,多依赖从教者或专家的个人经验与个人智慧,主观性较强。为克服这一不足,研究基于DCR下的教学系统概念模型及IIS图分析法,以教学系统为研究对象,提出教学系统的质量评测应从教学系统的一致性、适应性和学生参与度三维度考虑,并以此为思考框架,构建出评测教学系统质量的指标体系,包括目标知识点的学习水平与任务类型的一致性、被激活的IIS子图与任务的知识组块的一致性、学习目标的层级多元性、媒体多元性、目标知识点的活动多元性、学生言语参与度、学生知识参与度、知识点总激活量、目标知识点总激活量等九大指标。这些指标值多通过教学系统中信息处理主体输出的信息流推算得来,难以干预,客观性较强。通过这些指标数据能客观、清楚地说明课堂教学的整体交互水平如何、教学手段与学习目标是否一致、学习目标的达成程度如何、教学系统能否应对突发教学问题及学生的课堂参与情况如何等反映教学系统质量的基本问题。 相似文献
15.
This article examines the learning of different types of graphic information by subjects with different levels of education and knowledge of the content represented. Three levels of graphic information learning were distinguished (explicit, implicit, and conceptual information processing) and two experiments were conducted, looking at graph and geographical map learning. The graph study (Experiment 1) examined the influence of the variables' numerical relationship structure on adolescent students with different levels of education and knowledge of social sciences and also assessed their proportional reasoning skills. The map study (Experiment 2) looked at the learning of a geographical map studied spontaneously by secondary school and university students with different geographical knowledge (experts and novices) and also assessed their spatial skills. The results of both studies show that graph and map learning performance improves with the subjects' educational level. The groups' differential performance varied according to the type of information involved (explicit, implicit, or conceptual). The subjects' knowledge of the domain in question determined the level at which they processed the information. Verbal and superficial processing of graphic information were also found to predominate. This has important educational implications, suggesting the need for differential treatment in teaching different types of information. The results of the study also raise interesting issues regarding the type of expertise involved in learning graphic information: expertise related to the content represented, to knowledge of the syntax (graphicacy), and/or the system of knowledge graphically represented – spatial in the case of maps, numerical in the case of graphs. 相似文献
16.
4-month-old infants held 2 rings, 1 in each hand, out of view. The rings moved rigidly together and were either the same (Experiment 1) or different (Experiment 2) in substance, weight, texture, and shape. After haptic habituation to a ring display, patterns of preferential looking to visibly connected vs. separated rings provided evidence that the infants perceived the rings in both experiments as parts of one connected object. This perception was no weaker when the rings differed in shape and substance, even though infants were shown (Experiment 3) to detect that difference. In the haptic mode, as in the visual mode, infants appear to perceive object unity by analyzing motion but not by analyzing figural goodness. The findings suggest that an amodal mechanism underlies object perception. 相似文献
17.
Three experiments assessed the conditions that potentiate effects of an electroconvulsive shock (ECS) administered 24 h after avoidance training. Stimuli present immediately prior to the ECS were systematically varied. In Experiment 1, which employed a passive avoidance task, the primary determinant of whether the ECS disrupted retention was whether the situational cues present at the time of ECS delivery were those associated with the initial training experience: ECS disrupted performance only when it was administered in the original training apparatus, regardless of whether or not a footshock was presented immediately prior to ECS. In Experiment 2, which employed an active, shuttlebox avoidance task, both the situational cues from the training apparatus and a footshock were necessary to potentiate the disruptive effects of the ECS. Experiment 3 revealed that ECS effects on performance of the active avoidance task can also be potentiated by a combination of apparatus cues and the warning signal used in initial training. These results are interpreted as indicating that informational functions of stimuli present when an ECS is administered are important determinants of the effects of the ECS. 相似文献
18.
Kenneth Tobin 《科学教学研究杂志》1984,21(5):469-482
The focus of this investigation was on relationships between teaching behaviors and student engagement in 13 middle school science classes. The results indicated that seven managerial variables and four instructional variables were significantly related to student engagement rates. Also the types of tasks allocated by teachers in science lessons were significantly related to the types of tasks undertaken by students. A canonical correlation analysis indicated significant relationships between three allocated task dimensions and three student engagement dimensions. Although teachers allocated adequate time for students to engage in investigation planning, data collecting, and data processing, the results indicated that overt engagement was prevalent only when data were collected. Attending was the predominant type of student engagement when investigations were planned and data were processed. The percentage of student time on task was approximately 63%. Rates of student off task behavior tended to be consistently high across all types of allocated tasks. 相似文献
19.
Four experiments examined transfer of differential outcome performances to new choice responses in pigeons. Experiments 1A and 1B showed that new responses trained off a matching-to-sample baseline readily substituted for the choice alternatives in differential outcome matching, provided that they shared the same outcome associations as the alternatives they replaced. Experiment 2 showed that comparison responses trained on baseline, but in a task in which their different outcomes occurred equally often following each sample (viz., one-to-many matching), substituted for the choices in a standard, differential outcome task. Experiment 3 showed, somewhat surprisingly, that the choices in the latter task were likewise effective substitutes in one-to-many matching. These results pose separate challenges for standard two-process theory and for the bidirectional account of differential outcome performance, and they suggest other cues that pigeons may use to predict outcomes. 相似文献
20.
In three experiments in which an open-room delayed response task was used, we explored how Clark’s nutcrackers use landmarks to search for a hidden goal when multiple potential goal locations were present. In Experiment 1, nutcrackers presented with three spatialsamples were able to use relative local cues from an array that changed positions throughout a session to return to a hidden goal during a test. In Experiment 2, the number of samples varied from one to three prior to the test. The nutcrackers performed as well with one sample as with two or three samples. In Experiment 3, we attempted to increase the cost of searching for the goal but, in contrast to previous reports with nutcrackers, found no improvement in search accuracy. Across all experiments, search accuracy varied reliably for different goal locations, but the pattern of performance at each location was generally consistent. This result suggests that nutcrackers may be using different types of spatial information, depending on goal-landmark relationships. This research was supported by NSF Grant IBN 9421807. 相似文献