The role of cued speech in the development of Spanish prepositions

The aim of the present study was to advance the knowledge of the linguistic development of students with prelingual profound deafness, especially the acquisition and use of prepositions in Spanish, a lexical category with an important role in the verbal comprehension. The researchers sought to learn the level of mastery students with prelingual profound deafness can achieve in the command of prepositions, depending on the system of communication they have been exposed to: classic oralism, Cued Speech, or signed language. The results show that the different systems of communication contribute, to different degrees, to the acquisition of Spanish prepositions, with the best results being obtained with Cued Speech.     

The role of output speech in literacy acquisition: Evidence from congenital anarthria

A case study of literacy acquisition in acongenitally speechless child (SM) isreported. In spite of a complete oral apraxia(due to bilateral focal brain damage), SMdeveloped normal intelligence and acquired complete mastery of reading and writing skills.Furthermore, both his verbal memory andmetaphonological skills were surprisinglypreserved. However, he showed a relativeimpairment in writing non-words. Theimplications of these findings for thedevelopmental interactions between language andliteracy are discussed.     

古代战争中的化学手段运用

在古代攻防作战中,烟幕、毒气等化学手段常被用作出奇制胜的目的,与现代的化学战相比具有一些相似的地方。本文旨在通过研究古代战争中的化学手段运用,揭示其运用的主要方式方法,进而启示我们更好地重视化学防护建设。     

浅谈父亲在学前儿童心理发展中的角色和作用

父爱如山,在学前儿童的心理发展过程中,父亲扮演着重要的角色,如果缺少父亲的陪伴,将会对儿童的心理发育产生严重的影响。长期拥有父亲陪伴的儿童具有更加积极的性格,相反,如果长期没有父亲的陪伴,会在学前儿童的内心深处产生深刻的自卑心理,因此,父亲的作用是十分重要的,尤其是学前儿童正处在身心发育的关键性阶段,如果不能得到父亲的关怀与细心的呵护,将会对今后的人生产生严重的心理障碍。本文的论述重点就是针对父亲在学前儿童的成长过程中所扮演角色进行论述,并且分析父亲对儿童心理所具有的作用,希望通过本文的论述,能够为父母起到一定的警示性作用,为了孩子的健康成长,我们要重视起父亲的角色。     

团体心理辅导在高职教育中的作用和意义

团体心理辅导是源自美国的心理辅导方法,在高职心理健康教育中有着重要的作用和意义,是心理健康教育中不可缺少的一部分,应引起全社会,尤其是高职学院教育教学工作者的重视。     

Understanding the role of private speech in children's emotion regulation

Self-regulation includes both cognitive and affective components, but few researchers have investigated how these components interact to better explain self-regulation. The purpose of this study was to investigate how children's private speech, which is typically related to cognitive ability, was utilized during an emotion-eliciting task. By examining the social and private speech that occurred as children coped with a frustration task, a better understanding of how children regulate their emotional displays can be achieved. Children's speech, emotional expressions (sadness and anger), and emotion regulation strategies (distraction and self-comforting) were coded during a frustration task completed by preschool-aged children (N = 116). Children's social speech to mothers and private speech were transcribed. Children's private speech was categorized according to five mutually exclusive categories: vocalizations, inaudible muttering, task-irrelevant, negatively valenced task-relevant, or facilitative task-relevant. Sadness was associated with more social speech and negatively valenced task-relevant private speech, whereas anger was associated with less distraction and facilitative task-relevant private speech and more vocalizations and negatively valenced task-relevant private speech. Additionally, private speech predicted unique variance beyond that explained by the emotion regulation strategies and moderated the relations of emotion regulation strategies to both anger and sadness. These empirical findings support theoretical propositions that language is a factor in children's emotion regulation. The implications of these findings include support for the encouragement of private speech in the classroom because of its relation to emotional, in addition to cognitive, regulatory functions.     

The role of different school organizational models in the psychological adaptation of refugee adolescents

Given the high number of refugee children and adolescents around the globe, it is critical to determine conditions that foster their adaptation in the receiving country. This study investigated the psychological adaptation of recently arrived adolescent refugees in Germany. We focused on whether psychological adaptation reflects the organizational approach taken by the school that refugee adolescents initially attended. School is an important context for the development and acculturation of young refugees. As in other European countries, the schooling of refugee adolescents in Germany is organized in different models: separate instruction in newcomer classes, direct immersion in regular classes, and mixed approaches. To answer our research questions, we used self-reported data from 700 refugee adolescents (12-, 14-, and 17-year-olds) in a representative survey of refugees in Germany. As indicators of their psychological adaptation, we analyzed their sense of school belonging, their emotional and behavioral problems, and their life satisfaction. Comparing them to non-refugee peers, the refugee adolescents showed similar levels of psychological adaptation, and an even higher level in the case of school belonging. Multiple regression analyses provide limited support for the assumed advantage of the mixed school organizational model: While students who initially attended a mixed approach reported higher levels of school belonging than those in other models, no differences emerged on the other indicators. We discuss the implications of our findings for the schooling of newly arrived refugees.

     

The role of chronic peer difficulties in the development of children's psychological adjustment problems

A longitudinal investigation was conducted to explicate how the confluence of early behavioral dispositions, relational histories, and cognitive representations of the self and others contributes to internalizing problems, externalizing problems, and loneliness. One-hundred and ninety three girls, and 206 boys were assessed annually from age 5 (kindergarten) to age 10 (Grade 4). Early aggressive behavior was related to Grade 4 maladjustment directly and indirectly through subsequent relational stressors. Significant associations emerged between chronic friendlessness and rejection and later adaptation not accounted for by concurrent relational difficulties. Self- and peer beliefs partially mediated the relation between peer difficulties and internalizing problems and loneliness. The results highlight the utility of child-by-environment models as a guide for the investigation of processes that antecede psychosocial maladjustment.     

心理情景剧在灾后青少年心理恢复中的作用研究

汶川大地震不仅给灾区造成了巨大的生命和财产损失,也给灾民留下了深刻而持久的心理创伤,特别是对青少年而言,这种创伤更容易形成心理阴影。灾区青少年心理恢复受到了社会各界的重视,心理情景剧作为心理治疗的一种手段,也被运用到了灾区青少年心理恢复之中,并取得了显著成效。     

Childhood adversity and adult depression: The protective role of psychological resilience

Adverse childhood experiences (ACEs), such as childhood abuse, neglect, and household dysfunction, have been identified as salient risk factors for adult depression. However, not all individuals who experience ACEs go on to develop depression. The extent to which resilience- or the ability to demonstrate stable levels of functioning despite adversity- may act as a buffer against depression among individuals with a history of ACEs has not been adequately examined. To address the associations between ACEs, depression, and resilience, 4006 adult participants were recruited from primary care clinics. Participants completed self-report questionnaires including: the Adverse Childhood Experiences Questionnaire, a retrospective measure of childhood adversity; the Patient Health Questionnaire-9, a measure of the presence and severity of the major symptoms of depression; and the Connor Davidson Resilience Scale, a measure of psychological resilience. Results from regression analyses indicated that, while controlling for a range of demographic variables, both ACEs and resilience independently predicted symptoms of depression, F(9, 3040) = 184.81, R² = 0.354. Further, resilience moderated the association between ACEs and depression, F(10, 3039) = 174.36, p < 0.001, R² = 0.365. Specifically, the association between ACEs and depression was stronger among individuals with low resilience relative to those with high resilience. This research provides important information regarding the relationships among ACEs, resilience, and depression. Results have the potential to inform the development of treatments aimed to reduce symptoms of depression among primary care patients with a history of childhood adversity.     

The role of private speech in the transition from collaborative to independent task performance in young children

This study was designed to examine the following central Vygotskian hypotheses about the functions of preschool children's private speech: (1) that private speech facilitates the transition from collaborative to independent task performance, and (2) that children's use of private speech is conducive to task success. Age-related changes in children's use of private speech were also examined. Forty preschoolers, ranging in age from three to five, completed a selective attention task with scaffolded assistance given from an experimenter when needed. In an effort to overcome several methodological limitations found in previous research, a new microgenetic method of analyzing speech-performance relations based on assigning task items to discrete categories reflecting six possible co-occurrences between private speech (item-relevant speech, item-irrelevant speech, silence) and performance (success, failure) was introduced. Results were that (1) item-relevant speech was used more often during successful than during failed items while the opposite was true for item-irrelevant speech; (2) children were more likely to use private speech on successful items after scaffolding than they were on similar items not following scaffolding; (3) after scaffolding, children were more likely to succeed on the next item if they talked to themselves than if they were silent; and (4) hypothesized curvilinear, age-related patterns in children's item-relevant private speech and silence were found, however, only when analyzing speech during successful items. Implications of this research for preschool teachers and parents are discussed.     

Organic vs. functional neurological disorders: The role of childhood psychological trauma

Although the relationship between psychological trauma and medically unexplained symptoms (MUS) is well established, this relationship is less well understood in people with medically unexplained neurological symptoms. In the present study, we set out to compare people with functional neurological disorders, and organic neurological disorders, in terms of childhood and adulthood traumatic events, traumatic stress, emotional dysregulation and symptoms of depression and anxiety. We have hypothesised that those with functional neurological disorders would be more likely to report childhood and adulthood traumatic life events, traumatic symptomatology, emotional dysregulation and symptoms of anxiety and depression, compared to those with organic neurological disorders. Sample consisted of a consecutive series of people with functional neurological disorders and with organic neurological disorders (n = 82) recruited from a hospital in Scotland. Participants completed measures of life events, traumatic stress, emotional regulation, anxiety and depression. The two groups were found to significantly differ in relation to all measures, with the MUS group being more likely to report childhood and adulthood life events, more severe emotional dysregulation, traumatic stress and symptoms of anxiety and stress. Logistic regression analysis revealed that exposure to childhood traumatic life events, specifically childhood sexual abuse, and childhood physical neglect, were the only factors which were significantly associated with membership of the medically unexplained neurological symptoms group. Although further research is required to confirm our findings, our results suggest that identifying and addressing the impact of childhood trauma, may alleviate distress and aid recovery from functional neurological disorders.     

《老子》中的修辞格

《老子》八十一章,几乎每章都涉及到修辞格,书中很多篇目,还体现了综合运用辞格的特点。《老子》的辞格运用,既给我们展示了上古修辞实践的范例,又有利于主体哲学观念的阐述。     

The significance of speech in industry

This study investigated whether an individual's communication experience with a proposal affects his response to a counter attitudinal speech on the proposal. Subjects were induced to believe that they either succeeded or failed in an earlier attempt to persuade others to oppose a proposal. Then, they received a counterattitudinal speech on the proposal. As hypothesized, subjects who believed that they succeeded at the prior persuasion attempt were influenced least by the speech while subjects who failed were persuaded most. Subjects who received no feedback on success or failure were persuaded less than subjects who failed.