RECALL AND PRINTED‐WORD RECOGNITION OF RECENTLY‐TAUGHT EMOTIONALLY CHARGED WORDS AS COMPARED TO RECENTLY‐TAUGHT NEUTRAL WORDS

This study is an experimental test of the hypothesis that “emotionally charged” words will result in greater learning as measured by tests of “recall” and “printed‐word recognition” than words that are judged to be emotionally “neutral”.

Ten third‐grade subjects were pre‐tested on “printed‐word recognition” of ten words judged by two clinical psychologists to be “emotionally charged” and similarly pre‐tested on ten words judged to be emotionally “neutral.” After equal exposure to both “neutral” and “emotionally charged” words on four successive teaching days, subjects were post‐tested for “recall” and “printed‐word recognition” five days after the last teaching session.

The results strongly indicate for both the “recall” and “printed‐word recognition” that there is a significantly greater retention of the “emotionally charged” words over the “neutral” words. Despite the fact that a significantly greater number of “neutral” words was recognized in print at the outset of the study, the final performance level for “printed‐word recognition” for both the “emotionally charged” and “neutral” words is identical.

The major implications of the results obtained in this study is that the content of reading materials and the methods for teaching them must be revised so that reading deals with events, ideas, and feelings which are emotionally significant to the child, A personally relevant reading program will not only facilitate the task of learning to read, but will capture and explore the feelings and emotions of each child, as well.     

A Developmental Model of Reading Acquisition Based upon Early Scaffolding Errors and Subsequent Vowel Inferences

This paper investigates the processes that predict reading acquisition. Associations between (a) scaffolding errors (e.g., “torn” misread as “town” or “tarn”), other reading errors, and later reading and (b) vowel and rime inferences and later reading were explored. To assess both of these issues, 50 6‐year‐old children were shown a number of CVC words, and word reading errors were noted. Children were then taught families of riming words that could serve as a basis for rime or vowel analogies (e.g., “bark”, “mark”, “dark” → “park” or “harm”) before attempting to read the CVCs a second time. Children’s reading ability was measured at age 6 and two years later at age 8. The results showed that, among word reading error groups, only scaffolding errors at age 6 were unique predictors of reading at age 8, after reading, vocabulary, and phonological awareness were controlled. Vowel but not rime inferences predicted reading at age 8. The results are used to inform a model of the role of phoneme awareness and grapheme use in early reading development wherein vowel inference‐use helps to specify precise representations of CVC words from preliminary scaffolding errors.     

The Dependence of Growth‐Model Results on Proficiency Cut Scores

States participating in the Growth Model Pilot Program reference individual student growth against “proficiency” cut scores that conform with the original No Child Left Behind Act (NCLB). Although achievement results from conventional NCLB models are also cut‐score dependent, the functional relationships between cut‐score location and growth results are more complex and are not currently well described. We apply cut‐score scenarios to longitudinal data to demonstrate the dependence of state‐ and school‐level growth results on cut‐score choice. This dependence is examined along three dimensions: 1) rigor, as states set cut scores largely at their discretion, 2) across‐grade articulation, as the rigor of proficiency standards may vary across grades, and 3) the time horizon chosen for growth to proficiency. Results show that the selection of plausible alternative cut scores within a growth model can change the percentage of students “on track to proficiency” by more than 20 percentage points and reverse accountability decisions for more than 40% of schools. We contribute a framework for predicting these dependencies, and we argue that the cut‐score dependence of large‐scale growth statistics must be made transparent, particularly for comparisons of growth results across states.     

英汉语心理词库联想反应的具体性效应对比研究

本研究探讨具体性效应对一语(汉语和英语)和二语(英语)心理词库联想反应的影响.依据Langacker (2004)的认知语法理论,本文从空间概念和感官体验两个角度首次对不同词性的具体性进行定义,并用量表验证所选词的具体性程度.研究表明,具体性效应没有改变一语心理词库语义联结的特质,但对二语心理词库有一定影响,其具体词的...     

Responsiveness‐to‐Intervention: Definitions,Evidence, and Implications for the Learning Disabilities Construct

Longstanding concern about how learning disabilities (LD) are defined and identified, coupled with recent efforts in Washington, DC to eliminate IQ‐achievement discrepancy as an LD marker, have led to serious public discussion about alternative identification methods. The most popular of the alternatives is responsiveness‐to‐intervention (RTI), of which there are two basic versions: the “problem‐solving” model and the “standard‐protocol” approach. The authors describe both types, review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with LD.     

Vocabulary Burden

Abstract

The purpose of the study was to assess high school students’ knowledge in the area of consumer economics and to identify school variables related to that knowledge. Six hundred fifty-three seniors from five Pennsylvania school districts were administered the “Consumer Economics Content Area Measure” of the Adult Performance Level Program (APL). Multiple regression analysis and chi-square procedures were used to analyze the data. Of the school variables examined, only the Scholastic Aptitude Test (SAT) scores in mathematics and reading showed a moderate correlation with the APL scores.     

汉语复合词“超常”组合的认知研究

汉语复合词"超常"组合是相对于"常规"组合而言的,是人类思维创新的体现。经历过"超常"组合的汉语复合词拥有令人难以准确把握的词义,欲理解其义,必先知晓其在线意义建构过程。该研究于认知视域下对经历过"超常"组合的汉语复合词的在线意义建构过程进行了详细剖析,并发现各构词成份间存在着认知上的关联。     

非典型英语否定结构的理解与翻译

英语否定句是表达人们对客观世界事物、现象及内心认识和感受作出否定阐述的基本句式。常见的否定句由明显表达否定意义的副词no、not及由包括它们的复合词如never、noting等构成。另外,英语中大量存在的带有表达否定意义的前、后缀词语如用来充当句子主要成分时,也可看成是否定句,如dislike、unhappy、valueless等。对这些结构的理解与翻译并不难。但英语中还大量存在着并不包含明显的否定词语,而整句表述的却是否定意义的结构。它们通常会使用特定的词语与句式来表达否定意义。本文对12种此类结构进行梳理与归纳,并通过大量实例来展示其用法,以期对初、中级英语学习者在正确理解和准确翻译它们时有所帮助。     

英语表持续时段的for短语和汉语时量词语的比较

本文通过对表持续时段的for短语和汉语时量词语的比较，分析了汉语时量词语的不同用法，表明汉语时量词语并不总是等同于for短语。时量词语可以在动词前或的出现，除了在一些特殊结构外，动词前的时量词语一般不表示持续时段。只有持续词后的时量词语才是表持续意义的，瞬间动词后的时量词语表示的是动作行为完成后经历的时间。     

阅读任务中词汇附带习得注意过程的探索性研究

本研究主要通过有声思维的方法探索阅读任务中词汇附带习得的注意过程,以及时间压力和语境识别对附带习得的影响。结果发现：（1）注意过程包括“理解障碍–生词的语境意义”、“理解障碍消除–生词的用法”、“生词复现–生词的语境意义”和“生词复现–生词的用法”等四类,且阅读理解障碍是促发学习者对生词进行注意的重要原因;（2）注意过程对词汇附带习得有较明显的促进作用,但注意过程的类别差异对附带习得的影响不大;（3）时间压力的主效应以及时间压力和语境识别的交互作用不显著,但语境识别的影响非常显著,即语境线索越接近注意过程中的语言输入,学习者对生词意义的再认就越容易。     

语用视角下流行热词词义演变——以热词“土豪”为例

汉语众多流行热词并不都是新造词语,而是固有词语经过词义演变而来。汉语固有词语在网络语用环境中发生变异,产生同原来固有词义相区别的理性义和色彩义。热词"土豪"经历网络用语的浪潮洗涤,在理性义和色彩义两方面发生改变,如今得到超强流行,是社会现实、人们心理与语言运行机制三大因素共同作用的结果。"土豪"等流行热词词语生命力如何,这需要未来语用的验证。     

新词词典编纂视角下的英语“新词”界定

本文从词典学的角度出发,结合FUDGE标准,探讨"新词"的科学界定问题。时代的快速发展给"新词"的科学界定带来了新的挑战,笔者通过将新词界定的传统方法和新方法进行比对,发现"新词"的界定不是一个单凭几条规则或原则就能解决的问题,它是一项融考据和预测性研究于一体的工作,不仅涉及"新词"的频繁性、受众性、广泛性、衍生性、延续性,而且还涉及其他诸多因素。     

Low (linear) teacher effect on student achievement in pre‐academic physics education

This study investigates the effect of physics education on students' achievement in a large‐scale quantitative study of pre‐academic high school students throughout the Netherlands. Two aspects of teacher characteristics as perceived by their students are included: their “pleasantness” principally defined by their perceived friendliness and positive feedback and their “centeredness” principally defined by the perceived teacher centeredness in the lessons. Furthermore, this study includes four student aspects: their “general capability,” their “quantity of work,” their “quality of work,” and their “interest in the lessons.” Structural Equation Modeling is used in order to cluster the different variables defining the perceived pleasantness and the perceived centeredness of the teacher and the general capability, interest, and learning attitudes of the students. Furthermore, interrelations among these components and students' achievement are analyzed. Eventually, a very large effect of the students' general capability (61–72%) and a remarkably smaller effect of the remaining parameters (<3%) on achievement are detected. However, one should not yet conclude that teacher effect on high‐achieving‐students' achievement is consistently low. To the contrary, these results should be seen as an incentive to consider nonlinear effects, to vary ones viewpoint and to include more/other variables. In spite of the almost negligible correlation between the measured aspects of the physics teachers and achievement, the correlations between the teacher variables and the remaining student variables are quite significant. Both the perceived pleasantness and the centeredness of the teachers have a significant effect on the interest of their students. Furthermore, the pleasantness of the teacher correlates with the quality of the students' work and the centeredness of the teacher with their quantity of work. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 465–488, 2012     

谈陇东方言中“得来”、“得”的用法

陇东方言中助词“得来”、“得”跟普通话中助词“得”相比较具有不同的用法,它们不但做助词,而且还凝固成词。本文就陇东方言中“得来”、“得”的语法现象做了一定的探讨。     

否定副词“不”和“没(有)”用法探析

"不"和"没(有)"是现代汉语中使用频率较高的否定词,两者在具体运用中有各自的分工,有时也可以相互替换。"不"否定的是过去、现在或将来。"没(有)"否定的是过去或现在。"不"否定的是事物的性质或整个动作。"没(有)"否定的是事物进行或变化的过程。但是这些概括存在着很多的争议,这几点区分并不十分完善。本文旨在弄清前人对"不"和"没(有)"所做出的区别的基础上,分别从句法、语义、语用三个方面对二者的区分进行探析,使人们掌握现代汉语的否定规律,以便在日常交际时更加规范。     

《上博简》对《汉语大词典》修订的价值

出土文献未经后人传抄,保留了原貌,具有很强的语言真实性,应该成为辞书编纂的重要文献材料并加以利用。《上博简》是出土的先秦古佚书,很多词语不见于传世文献,现有的辞书所涉及的文献材料基本上基于传世文献,对出土文献不够重视。用《上博简》中的词语,从“增补词条”“增补义项”“书证补缺”“书证提前”四个方面论证该批出土文献对《汉语大词典》的修订价值。     

The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers

The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all.     

台州方言“白搭”来源的探讨

台州方言表示“聊天、闲聊”义的“白搭”构词理据不可理解,“白搭”的本字当写作“白答”。表示“聊天、闲聊”义的“白答”是中古汉语中书信往来“禀报,答复”义的引申。读作“白／tg”,这是语音变化,阴阳对转的一种结果。     

Students’ Perception of Interdisciplinary,Problem‐Based Learning in a Food Biotechnology Course

Abstract: Students’ perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem‐based learning context) were assessed for a food biotechnology course that was part of a 3rd year biotechnology program. The mean score for “perceived learner's skills” was the lowest whereas those for “facilitation” and “facilitator” were the highest. Selected qualitative comments from students were also analyzed. This study demonstrated interdisciplinary learning as the students could make meaningful connections across different science disciplines. Further investigation is needed to develop possible strategies to accommodate the challenges in making meaningful connections across science disciplines as well as to develop a defined hybrid method for analysis of students’ responses.     

A Study of Student Disciplinarian Practices in Two Georgia High Schools

Abstract

In thin study pupil control Ideology was conceptualized along: a continuum ranging from “custodialism” at one “extreme to “humanism” at the other. Hypotheses were deduced from a conceptual framework which emphasized the saliency of client control in organizations with unselected clients. Data for student teachers (N = 282) were collected from students who completed their student teaching experience during the 1065-06 school year at Oklahoma State University; the instruments were administered and completed in group meetings both before and after student teaching. It was hypothesized that student teachers would be significantly more custodial in their pupil control Ideology after the student teaching experience than before; separate tests of the hypothesis were made at both the elementary and secondary levels. Ail hypotheses tested were confirmed at a level of significance beyond the .001 level.