Effects of explicit rules in learning to spell open- and closed-syllable words

Second graders (N = 222; 7.7 years of age) practiced with open- and closed-syllable words in a computer-assisted training program and appropriate spelling rules were either explicitly provided during practice or not. Also, children practiced either with a small set of exemplars or with a large set; the latter condition was expected to promote the use of rules. A control group consisting of 209 second graders, who did not practice in the computer-assisted training program, was also included in the study. Learning effects of practice were established by testing the spelling of practiced words, as well as novel transfer words, in pre-, post-, and retention tests. The results in the posttest showed that with a large set of exemplars during practice explicitly provided spelling rules are supportive for learning to spell novel words but no further effects of explicit rules were found, either for practiced words or in the retention test.     

Visual and auditory priming influences the production of low-frequency spellings

Three experiments investigated whether production of low-frequency spellings could be influenced by other words containing those spellings. Participants saw visually-presented primes (Experiment 1) or heard primes presented auditorily and produced their spelling (Experiments 2 and 3). Primes either shared both orthography and phonology (e.g., chapl ai n) or only orthography (e.g., ord ai n) with the target word (e.g., porcel ai n). Following the primes, participants attempted to produce the correct spellings of auditorily-presented target words containing low-frequency spellings, such as the ai in porcelain. Participants correctly spelled the targets’ low-frequency spelling more often when preceded by either type of prime, relative to unprimed targets. Furthermore, priming only occurred when the prime’s spelling was produced correctly; primes spelled incorrectly reduced the correct production of target spellings. These results suggest that unlike the priming of nonwords, the basis of lexical priming of real words is orthographic, resulting from the priming of specific graphemes that increases the probability of reactivating the same spelling pattern in the target.

隐性教育及其内涵探析

隐性教育是与显性教育直接对应的现代性德育概念,已成为当代德育研究中持续升温的热点。然而,学界对此概念及内涵的理解尚未形成共识,常与其它近似概念相混用。所以,如何科学界定隐性教育,把握其特征与规律,显著区别于其它概念,既是德育科学化发展的必然,也有助于指导新时期德育工作,进一步拓展德育实践维度。     

外语语法教学中显性与隐性机制的探讨

在语法教学的众多方式中,显性和隐性方式得到的关注和研究较多,对教学的影响也较大。因此,理清显性方式和隐性方式之间的内涵和区别,分析两者之间的权衡关系,以及影响教师对二者取向的相关因素,对外语语法教学具有重要意义。在外语语法教学实践中,教师要坚持显性和隐性教学的动态权衡观,将两者有机结合,才能够充分发挥它们的优势,实现其互补。     

信息技术促进学生外语内隐学习的探析

首先论述了内隐学习及其所具有的特征,然后从信息技术能为学习者提供多种媒体的学习材料、便于实现外显学习与内隐学习的有机结合、能为学习者阅读和听力提供良好的环境及能创设真实的外语学习情境四个方面探讨信息技术在促进学生外语内隐学习中的作用。     

大学生抑郁心理与自尊关系研究

目的:通过对河西学院200名大学生的问卷调查和内隐联想测验,探讨当前大学生抑郁心理和自尊的关系。统计结果表明:外显自尊和内隐自尊具有相对独立性;不同性别的大学生在抑郁、自尊水平上存在显著差异;大学生的抑郁与外显自尊呈显著负相关,与内隐自尊相关不显著。     

例析英语否定表达

就英语中的否定表达进行分类和归纳,探索英语中否定的表达式,从而加深对英语中否定的正确理解,保证翻译的准确性.并举例分析了英语否定概念的表达形式--显形否定与隐形否定.     

Autistic Syndromes and Diet: a follow‐up study

In May 1990 new groups of examinees participated in the Swedish Scholastic Aptitude Test (SweSA T). Generally these new groups were younger and had higher education than the examinees at earlier test administrations. The purpose of the study reported was to examine whether the gender differences in test results had changed with the changed composition of examinees. The groups of men and women were successively matched according to age and education and comparisons were made of gender differences in test results between different age and education groups. The results, however, showed that even though age as well as education had influence on the test results, no real difference was found between younger and older examinees regarding gender differences in the test results.     

Is it misspelled or is it mispelled? The influence of fresh orthographic information on spelling

The effect of exposure to incorrectly and correctly spelled words on subsequent spelling performance was examined as a function of spelling proficiency and of time lapse between exposure and test. Spelling accuracy was found to be respectively depressed and enhanced by such exposure, relative to performance on unexposed control words. The effect was persistent and pervasive, obtaining at both immediate and one-week delayed testing and in both good and poor spellers. The findings indicate that fresh orthographic information exerts an influence on pre-existing abstract orthographic representations, rather than establishing new episodic traces, and that this process takes place implicitly.     

浅谈内隐学习及其对大学英语教学的启示

人的学习活动是外显过程与内隐过程的统一,传统的教育与学习理论只注重以理性思维为核心的外显学习过程,却忽视了普遍存在的、无需耗费认知资源的高效内隐学习过程。本文着眼于内隐学习并试图对其在英语教学中的应用作出探讨与解释。     

“显性＋隐性”大学英语自主学习能力培养对策研究

培养学生的自主学习能力是大学英语教学的首要任务,必须从显性课程和隐性课程两方面采取多种途径,提升学生的网络学习适应性。显性课程中,教师必须树立正确的多媒体教学理念,灵活运用多媒体技术,利用校园网络建立课堂与课外的有效衔接。隐性课程中,需要在听、说、读、写、译方面创设全方位的英语学习环境,为学生自主学习设定明确的指导方向。     

Is children's spelling naturally stage-like?

Children's spelling development is often described by researchers and educators as proceeding through a series of stages. Two properties of stages were analyzed in this study. If spelling development can be characterized by stages, then it should be possible to observe qualitatively different spellings at different points in development. In addition, spellings within a point of development must be consistent. Spelling samples were obtained from stories written by children in first through sixth grade. Stage classifications of spellings for (a) silent -e long vowel words (e.g., bake), and (b) regularly affixed past tense words phonologically represented as /t/ (e.g., helped), /d/ (e.g., opened), and /ed/ (e.g., listed) were analyzed. Little evidence was found for either predicted qualitative differences in stage classification of errors or in stage constancy across grades. Implications for theories of spelling development and instructional practice are discussed.     

VC++动态链接库(DLL)的开发与应用

动态链接库（DLL）封装了其享资源和代码,在开发以Windows为平台的应用程序时,使用DLL技术将大大节约内存。使用DLL开发项目,可简化项目管理,提高开发速度。通过实例介绍了隐式和显式链接动态链接库的过程,为工程人员开发和使用DLL提供了一定的技术支持。     

Implicit sublexical phonological processing in an acquired dyslexic patient

We report a case study of an acquired dyslexic subject, who on tasks standardly used to assess acquired dyslexia showed no evidence of having any access to sublexical phonological information. However, on a lexical decision task, he showed normal effects of spelling regularity for low-frequency words. Since this effect is typically attributed to the use of sublexical phonological information in word recognition, it appears that sublexical phonological processing is occurring for this subject. The spelling regularity effect is discussed with respect to models of written word recognition and to acquired dyslexia. It is suggested that the reason for the discrepancy in test results may be that the types of explicit tasks previously used in the neuropsychological literature on dyslexia, which require conscious awareness of phonological representations, are not sensitive to implicit processing.     

新形势下高校隐性思想政治教育探析

思想政治教育在工作方式上可以分为显性思想政治教育和隐性思想政治教育两种。显性思想政治教育是高校思想政治教育的主要方式,发挥着重要的育人功能。随着社会的发展变化,隐性思想政治教育的作用逐渐凸显,并越来越受到世界各国的重视。我国高校应把握这一趋势,在重视显性思想政治教育的同时,充分利用高校隐性思想政治教育资源,以增强思想政治教育的实效性。     

Morphological priming effects on children’s spelling

Previous research has suggested that children in the early grades of primary school do not have much awareness of morphemes. In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a spelling task presented to Portuguese children (N = 805; age range 6–9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the stems of the target words and pseudo-words contained non-stressed schwa vowels, which typically result in spelling difficulties. If priming proved effective, the well-articulated vowels in the prime should result in an improvement in the spelling of the schwa vowels. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming was assessed by comparison with a no-priming condition. For both words and pseudowords, there was a significant interaction between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel spelling of 9-year-olds. Thus older children can use morphological information under priming conditions when the prime and the target are not phonologically transparent but there is no evidence to suggest that younger children do so.     

Bad boys,good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers

Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers.