为思想寻找客观对应物——论石杰小说的象征艺术

石杰的小说创作有着自己独特的艺术个性,其中的一个重要方面就是象征手法的运用。她显然更倾向于把思想隐藏起来,以形象和意象替代,即为思想寻找"客观对应物",并让其自己去表现,去活动。而象征物的择取又始终服从于表达思想感情的需要。因此,才有了思想与方法、内容与形式的合而为一。读石杰的小说,你既能感受到现实主义对生活的反映,也能体味到现代主义对人生的启示和想象。     

Erasing the Scarlet Letter: How Positive Media Messages About Sex Can Lead to Better Sexual Health Among College Men and Women

This study explores how positive media messages about sex can lead to better sexual health among young adults (college students at a large university, N = 228) by de-emphasizing sensation seeking, condom embarrassment, and stigma. Employing social learning theory and normative influence frameworks, the research found that college-age women had higher stigma (β =.22, t = 3.37, p <.001 for felt stigma) and lower sensation seeking (β = –.34, t = ?3.17, p <.01). Participants exposed to more media in some forms (e.g., news reading, β = –.131, t = ?1.94, p =.05) had less felt self-stigma. Thus, exposure to media, such as TV and media, and positive messages could encourage healthy sexual behavior in young women (around college age).     

Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills

Books can be a rich source of learning for children and adults alike. In the present study, the contribution of shared reading and parent literacy to a variety of child outcomes was tested. Child outcomes included measures of expressive vocabulary, morphological and syntax comprehension, and narrative ability (story grammar, cohesion, and language complexity) for book stories as well as personal stories. A total of 106 English-speaking 4-year-old children and their parents participated. As predicted, shared reading accounted for unique variance in children's expressive vocabulary and morphological knowledge after controlling for child nonverbal intelligence, parent education, and parent literacy (i.e., book exposure). Although shared reading predicted syntax comprehension, the effect was mediated by parents' own level of literacy. Contrary to expectation, shared reading was not correlated with any of the narrative measures. Interestingly, the narrative measures for telling stories from a book and telling a personal story were not related to each other and were differentially related to the other child measures, suggesting that book and personal stories may represent different genres requiring different skills.     

Barriers to Help Seeking Among 12th Graders

The focus group method was used to study barriers to help seeking among 12th-grade high school students. Reported barriers by 12th graders were similar to those for the 9th graders studied by C. R. Lindsey and J. Kalafat (1998). The categories of barriers identified were dual roles, psychologically inaccessible, nonhelpful responses, judgmental-shows favoritism, breach of confidentiality, out of touch with teens, active negativity, and too busy. The findings of the present study suggest that younger (i.e., 9th-grade) and older (i.e., 12th-grade) high school students have similar concerns about help seeking. The implications of the findings are discussed for mental health consultants and other school personnel. Recommendations for future research are provided.     

Narrative transportability,leisure reading,and genre preference in children 9–13 years old

Leisure reading behavior is a key predictor of educational success. Transportability is a trait that determines how likely an individual is to become involved in a story, and past research has suggested that involvement may be related to leisure reading behavior. However, available measures of transportability have not been validated with children or related to leisure reading. To address this gap, children 9–13 years old (N = 136) completed a revised version of the Transportability Scale. A 13-item version of the scale was found to be unidimensional, reliable, and predictive of 6% of the variance in leisure reading (above and beyond sex, age, reading ability, and student performance). Transportability was also related to genre preference and several interesting sex differences emerged. The Transportability Scale provides researchers with a psychometrically sound measure of narrative involvement to advance research on leisure reading.     

大学生感觉寻求对职业倾向的影响及其教育对策

采用Holland职业倾向量表和大学生感觉寻求问卷,探讨大学三年级学生感觉寻求和职业倾向的特点,以便针对不同类型感觉寻求大学生进行职业倾向指导。研究发现:大学生在选择工作时重点考虑工资和福利及发挥自己的能力;理科生和男生更具现实与调查职业倾向;乡村大学生具有更强的动手操作能力;男生感觉寻求分数得分更高;高感觉寻求的人更倾向于选择刺激性,冒险性的职业;大学生感觉寻求高分组更具有实际、调查、艺术和事业型职业倾向。树立正确的职业价值观,进行科学的职业测评和充分的职业准备,调节心理等有助于职业倾向选择。     

接受美学视阈下牌示解说词英译的读者关照——以福州三坊七巷为例

说明接受美学在一般读者及牌示解说词译文读者中的意义。以福州三坊七巷为例,分析在牌示解说词英译中,译者应综合考虑外国读者的期待视野差异、求异求悦需求及阅读时间限制等因素,选取合理的翻译策略,即内容上尽量准确而充分,满足读者求异期待,表达上符合读者习惯,降低译文的阅读难度,提高读者求异过程愉悦度。     

Creating Persuasive Messages Advocating Organ Donation

Most people state that they would be willing to be organ donors, however only a small percentage of the population has actually signed an organ donor card. These studies focused on persuasive messages that encourage people to sign organ donor cards. In the first study, people reported their attitudes and knowledge involving organ donation. Results indicated that donor card signing was related to overall knowledge about donation. When only considering those people with positive attitudes toward organ donation, their overall knowledge about donation explained their willingness to sign organ donor cards. In the second study, people read a message involving organ donation before they were asked to sign an organ donor card. The content of the message (i.e., narrative vs. statistics) and the affect of the message (i.e., humorous vs. sad) were manipulated. Results indicated that narrative messages were more effective than statistical messages. Additionally, humorous messages were more effective than sad messages.     

The effects of phonological transparency on reading derived words

The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”), as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in “cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e., better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological processing on poor readers’ memory for and processing of derived words.     

Reading prosody development in Spanish children

Reading prosody is considered one of the essential markers of reading fluency, alongside accuracy and speed. The aim of our study was to investigate how development of reading prosody in Spanish children varies with sentence type and length. We compared primary school children from the third and fifth grades with an adult sample. Participants were recorded reading aloud a narrative text including short and long declarative, exclamatory and interrogative sentences. Recordings were analysed using Praat software to measure several prosodic features (i.e., pauses, duration, pitch and intensity). We found that third-grade children had not yet developed an adult-like prosody: they made more pauses, had a flatter melodic contour and had difficulty anticipating sentence structure. Fifth-graders displayed some features of adult prosody. Both length and type of sentence influenced the expressiveness of reading in the three groups. We conclude that reading expressiveness is closely related to reading experience and develops in a similar way to decoding and reading speed.     

Sensation seeking and risk-taking propensity as mediators in the relationship between childhood abuse and HIV-related risk behavior

OBJECTIVES: Although a wealth of literature suggests that childhood physical, emotional, and sexual abuse are related to later-life HIV-related risk behaviors, few studies have explored disinhibition (e.g., impulsivity, risk-taking propensity, and sensation-seeking) as a risk factor in this relationship. METHOD: This cross-sectional study examined impulsivity, risk-taking propensity, and sensation seeking as mediators in the relationship between abuse history and engagement in HIV-related risk behaviors among a sample of 96 inner-city African American adolescents. RESULTS: Findings indicated that abuse history was positively related to self-reported engagement in HIV-related risk behaviors (B=.027, SE .008, beta=.32, sr(2)=.105, p=.001), as well as risk-taking propensity (B=.35, SE .11, beta=.30, sr(2)=.090, p=.003) and sensation seeking (B=.17, SE .05, beta=.35, sr(2)=.124, p=.0004). Abuse history was not related to impulsivity. Further, while sensation-seeking and risk-taking propensity (to a lesser extent) mediated this relationship, impulsivity did not. CONCLUSIONS: These findings provide an initial step in the examination of the mechanisms underlying the relationship between childhood abuse and engagement in HIV-related risk behaviors.     

Teacher Judgments of Student Reading and Math Skills: Associations With Child- and Classroom-Related Factors

The purpose of the study was to examine whether students’ linguistic skills and task-avoidant behavior (i.e., the child-related factors) and the mean level of academic skills (reading comprehension and math) of classmates (i.e., the class-related factor) are associated with teacher judgments of children’s reading comprehension and math skills. The participants were third-grade Estonian-speaking students (n?=?656; age 9?11 years) and their classroom teachers (n?=?51). The results of the structural equation modeling path analyses indicated that teachers tend to judge students showing higher academic and linguistic skills and lower avoidance behavior as higher on the reading comprehension and math skills. In contrast, the classmates’ higher academic skill level was related to lower judgments of individual children’s reading comprehension and math skills by teachers.     

The Influence of Cognitive Complexity,Empathy, and Mindfulness on Person-Centered Message Evaluations

More than 30 years of research shows that highly person-centered (PC) supportive messages that validate and acknowledge the feelings of others are consistently viewed as more beneficial than less PC-based messages. There are, however, differences in how well people can distinguish high and low PC messages. We argue that the combined influence of motivational factors (i.e., empathy) and cognitive factors (i.e., cognitive complexity, mindfulness) significantly impacts how people process and evaluate support messages that vary in PC. Participants (n = 331) completed a survey, and structural equation modeling analyses revealed that both cognitive complexity and empathy predicted the extent to which people are able to differentiate more and less PC messages. Interestingly and in line with past research, mindfulness directly predicted empathy but not cognitive complexity.     

An expert EFL reading teacher’s readers club: reader identity and teacher professional development

This study unveils a tertiary EFL reading teacher’s reader identity and its interconnectedness with her pedagogical decisions through narrative inquiry. Community of Practice was employed to elucidate the sources of this reading teacher’s reader identity and the interplay between that and her teaching practice. Findings from the categorical content analysis show that this reading teacher’s reader identity was projected through her strong passion towards reading. An interactive reading process that results in a better self-understanding is experienced through the reader’s reflection on her readings. She reified her reader identity in her teaching practice by forming a readers club. Reader (teacher)-text- reader (student) interaction is thus the most salient feature of this readers club and serves as a mediator that connects the members. Along with this feature, her competence of synchronicity with students was observed in this experienced reading teacher. Pedagogical implications concerning teacher education are discussed.     

Video games vs. reading and school/cognitive performances: a study on 27000 middle school teenagers

Video games are a very common leisure activity among teenagers and the aim of this study is to analyse their relations with cognitive and school performances. This study is part of a broad survey, conducted on 27,000 French teenagers (14.5?years old) in middle school (9th grade). The survey contained both a questionnaire on leisure activities practised by teenagers and school/cognitive tests: Comprehension tests, Math, School Knowledge, and Reasoning. The activity frequency (‘never’ to ‘every day or almost’) is studied on five kinds of video games (i.e. action/fighting) vs. seven reading activities (i.e. crime/thriller/fantasy). Results show that there are no correlations or very slight ones between Video Games and cognitive/school tests. Reading activities have potentially important associations with cognition and especially school tests. To conclude, video games are primarily recreational activities and the cognitive stimulation they produce is very different from the one involved in specialised academic subjects     

双层叙事与读者姿态--《一个人的遭遇》与《活着》叙事结构比较研究

双层叙事的提出意在探求《一个人的遭遇》与《活着》文本审美价值相似性产生的叙事技巧上的缘由。认为两部作品具有双层叙述结构,第一叙述者与第二叙述者的层次使作家能够从题材本身的客观限制中解放出来,从而发掘题材在写作上的最大可能性。这一结构方式能够突破对作家的限制的同时也改变了一般阅读状态下读者的姿态。赋予读者以叙述上的参与与阅读时的对话姿态。双层叙事使读者与第一叙述者展开对话而与第二叙述者保持距离,形成阅读时的第三者角色,一方面参与叙述建构,另一方面保持对叙述的批判与思考,形成一种“间离化效果”,是能够将读者引向深入思考状态的理想叙事方式。余华与肖洛霍夫的这两部作品提供了双层叙事结构的经典范本,同时他们在具体叙述选择上也有所侧重,但在阅读效果与文本审美趣味上却有着异曲同工之妙。     

Dual Audiences, Double Pedagogies: Representing Family Literacy as Parental Work in Picture Books

Narrative for a dual audience of children and adults is a field of expanding interest among children’s literature scholars. A great deal of the extant research is implicitly or explicitly informed by longstanding anxieties about the status of children’s fiction, a context that shifts the parameters of the analysis to questions of literary sophistication. Whilst some attention is paid to the reader-subject position of the child reader, rather less is given to the positioning of the adult reader in relation to the pedagogical agendas of such texts. This article examines picture books featuring parents reading to preschool children. In the context of family literacy, it is an instance in which the pedagogical address to the adult reader is as significant as the address to the child. Drawing on distinctions between double and dual address, the article examines the ways in which representations of parents reading to children position adult and child reading-subjects to understand reading as work and leisure, respectively. We conclude with some observations about how the dual address might in fact subvert the literacy agendas in these texts.     

Patterns of word reading skill,interest and self-concept of ability

The majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children’s word reading skill, self-concept of ability and interest from kindergarten to Grade 2. Six groups of children were identified by using the I-states as objects analysis (ISOA) procedure: (a) low skills, negative self-concept but high interest; (b) high skills but low interest; (c) average; (d) high skills, positive self-concept and high interest; (e) low skills, negative self-concept and low interest; and (f) positive self-concept but low interest. The typically occurring transitions between groups were characterised by changes in either reading-related interest or simultaneously in self-concept and skills. Gender, risk for reading difficulties (RD), being an early reader, mother’s level of education and home literacy environment predicted group membership in kindergarten, and gender, RD risk, being an early reader, and mother’s level of education also predicted transitions between groups.     

An Examination of Resilience Processes in Context: The Case of Tasha

This research examined resilience processes in context through a narrative case study of Tasha, a young African-American woman who grew up in a poverty-ridden area of a mid-sized city in the Southeast. Personal and external data are analyzed and interpreted in terms of contextually defined themes of adversity (i.e., intersectionality of social identities, lack of attachment to her primary caregiver, and teenage pregnancy); adaptation (i.e., high school graduation, career goal-setting, commitment to her children, and “street” competence); and, protective processes (i.e., individual attributes, natural mentors, and extended family support). The importance of external sources of support and Tasha as an active agent in her development is highlighted. Research and practical implications are discussed.     

Cognitive-Motivational Influences on the Task-Related Help-Seeking Behavior of Black Children

The present study examined the relation between children's mastery motivation, self-assessment of performance, and task-related help-seeking behavior during task performance. Average-achieving black American children, varying in mastery motivation as measured by subscales of the Harter's Intrinsic-Extrinsic Orientation in the Classroom Scale, performed a multitrial verbal task and were given the opportunity to seek help on each trial after making a tentative response and assessing their performance by rating their confidence in the correctness of the response. A response-contingent payoff system was implemented to encourage children to restrict their help seeking to those instances in which they perceived that they could not make a correct response without assistance. As predicted, children's self-assessments of performance, regardless of their accuracy, appeared to influence help seeking more than the actual performance outcomes. Neither children's self-assessments of performance nor their overall rate of help seeking varied with level of measured mastery motivation. However, the type of help sought varied as expected with mastery motivation. Children characterized by high intrinsic orientations toward independent mastery in academic achievement contexts sought indirect help (i.e., hints) more often than they sought direct help (i.e., answers), whereas children characterized by low intrinsic orientations toward independent mastery showed no preference. These differences in motivational orientation influenced requests for help only when children perceived their initial solutions to be incorrect. These findings are discussed in the context of the analyses of help seeking as an instrumental learning and achievement strategy. The implications of the findings for analyses of black children's achievement styles are highlighted.