舌尖现象和知晓感的关系研究

舌尖现象（tip-of-the-tongue,TOT）和知晓感（feeling of knowing,FOK）都是日常生活中常见的现象,同时也是认知心理学领域的研究热点。以往关于二者关系的研究从其定义和判断的产生方式出发,认为舌尖现象只是强烈的知晓感体验,单单是强度上的一个延续。随着研究的深入,研究者从前额皮质机能在记忆提取巾的作用着手,结果发现它们是性质不同的两种现象．主要体现在前额皮质机能对FOK判断的频率、准确性、强度等级等有显著影响,而对TOT报告的频率、准确性、强度等级等贡献不显著。     

高中生物学"模型教学"尝试

高中生物教材中丰富的模型为教学提供了生物学思想方法教育有效的载体,也是落实生物学新课程目标的重要途径。建构主义学习理论认为,知识不完全是通过教师传授获得的,而是学习者在一定的情境下通过意义建构的方式获得的;现代认知心理学认为,长时记忆中的信息不能提取或提取失败的原因是失去了有助于回忆的编码线索,或者在贮存时没有适当编码。     

克里普克的专名理论评析

本文在考察专名的摹状词理论历史发展的基础上,概述了克里普克的专名理论的基本内容,并进行了简要评析,认为克里普克的专名理论开辟了专名研究的新领域,具有重要意义,但它存在不完全性。在专名问题上,摹状词理论和历史的因果命名理论是相互补充的。     

克里普克的专名理论评析

本文在考察专名的摹状词理论历史发展的基础上,概述了克里普克的专名理论的基本内容,并进行了简要评析,认为克里普克的专名理论开辟了专名研究的新领域,具有重要意义,但它存在不完全性。在专名问题上,摹状词理论和历史的因果命名理论是相互补充的。     

浅析英语中的一词多义现象

一词多义是一种普遍现象,指一个词语有多种不同却互相联系的意义。先前的语义学理论没有把握多义现象的本质,因此不能对这一现象作出充分的解释。认知语言学理论认为多义现象的形成是人类通过认知手段如原型理论、隐喻等由一个词的中心意义向其他意义延伸的过程,是人类认知范畴和概念化的结果。另外,本文还阐述了两种确定多义词义项的方法：语境和关联。对一词多义现象的认知解释不仅给我们提供了一种可利用的方法,对于英语教学也有极大帮助。     

中韩颜色词“红”的隐喻认知阐释

隐喻是人类用某一领域的经验用来说明或理解另一领域现象的认知活动,是人类思维的重要方式。本文从认知语言学的视角出发,在研究概念隐喻理论基础上,以基本颜色词"红"的概念隐喻为研究对象,对颜色词隐喻的目标语进行了分类总结,分析中韩两种语言颜色词隐喻认知的共性和相对差异性,并探究外在的语言表达异同下的内在文化因素。     

克里普克对名称摹状词理论的批判

克里普克为了枇判弗雷格和罗素的名称摹状词理论提出了三粪论证，即模态论证、认识论的论证和语义的论证。一些人认为，唐纳兰关于限定摹状词的两种用法，即归属性用法和指称性用法的观点在一定程度上能够避免克里普克的语义的论证和模态论证。其实，限定摹状词的两种用法的区分是不可能挽救名称摹状词理论的，克里普克的论证是站得住脚的。     

由扩展法看"离合词"

在现代汉语的语言中,有一些似词非词的语言现象,这类词被称为“离合词”.离合说是指运用扩展法认定有关复合词具有“可离可合”的特点的一种语法分析理论.但笔者认为事实上无离合词.笔者将从扩展法论述该问题.     

略论学业评价模式

当前课程改革中的突出问题，是学业评价的问题。它集中表现为两种现象：一些人认为新课程的评价理念过于理想和空泛，无法施行，因而产生抵触；另一些人生搬硬套地运用一些国外的评价方法却不知所为。两种现象说明，在新课程推进的过程中，我们的评价理论研究与方法指导尚需加强。学业评价模式为评价理论的研究与学习提供了理论与理论、理论与实践之间相互交流的平台。所以，学业评价模式的研究成为当务之急。从价值取向的维度，提出了学业评价的四种模式，即：目标模式、诊断模式、过程模式与主体模式。     

后殖民女权主义及其他——论一种阴性批评的诞生

本文针对目前国内女权主义理论后殖民化的现象,比较女权主义理论和后殖民主义理论的相同点,认为二者皆属于阴性理论。笔者认为,阴性理论可以开拓一种新的理论视野,这种新的视野完全能够整合各派阴性理论,从而使关于＂压迫＂的研究更加澄明。     

Naming difficulties in children with dyslexia: application of the tip-of-the-tongue paradigm

The present study used the tip-of-the-tongue (TOT) experimental paradigm in a picture naming task to explore the source of the naming deficits of children with dyslexia. Compared with a control group of typically developing readers, the children with dyslexia showed fewer correct responses and spontaneous recalls, more don't know (DK) and TOT responses, and less accurate feeling of knowing (FOK) judgments. When they failed to retrieve a target word, the children with dyslexia did not differ from the control group in the partial semantic information they provided, but they gave less valid and more invalid partial phonological information. The children with dyslexia also benefited less from phonological cues. The phonologically related responses of the children with dyslexia elicited during the administration of the TOT procedure were related to their performance on a phonological awareness test. These findings suggest that the naming problems of children with dyslexia arise because of their difficulty in accessing the phonological word forms after the corresponding abstract lexical representation has been successfully accessed. The results are discussed in relation to the claim that two-stage models of naming can be profitably used in the early identification and treatment of reading disabilities.     

Tip-of-the-tongue states as metacognition

The tip-of-the-tongue state (henceforth, TOT) is typically defined as the feeling that a known word will be recalled even though it is not accessible immediately. Others have defined TOTs as simply the state of temporary inaccessibility (cognitive state) rather than the feeling of temporary inaccessibility (metacognitive experience). I argue that TOTs are metacognitive experiences rather than cognitive states. I present several lines of evidence to support this from the existing literature. In addition, I present evidence to support a distinction between TOTs and feelings of knowing (FOK). Although there is no definitive data, several lines of research support that TOTs and FOKs, although similar, are partially produced by different processes. Indeed, recent neuroimaging data show that different areas of the brain may be involved in TOTs and FOKs.     

基于双语动态心理词汇表征模式的二语词汇习得研究

双语心理词汇表征是渐变发展的。双语者一方面通过二语目的词汇输入构建出习得该词的心理词汇模型,另一方面这个已构建的心理词汇模式受到目的词汇的输入的种类和刺激强度,以及学习者内在因素等多方面影响,不停地进行调试、发现、改变。词汇掌握水平越高,二语词义层和概念层之间的联系就越紧密。     

范畴化视角的汉英词典名动兼类实证研究——以“拍卖”为例

在有关为汉英词典进行词类标注的问题上,许多学者做出了不同程度的关注,他们的研究无疑加深了人们对汉荚词典词类标注重要性的理解。词类标注有助于确保词类与配例的一致性,提高释义的准确性等。文章以“拍卖”一词为例,以范畴化理论为出发点,对比“拍卖”在几部标注词类和朱标注词类的汉英词典中的词类标注和译义情况,并基于语料库对该词的使用情况进行定量分析,指出几部汉英词典对该词词类标注及译义的不足之处并加以修正。     

The semantic effect on retrieval of radicals in logographic characters

This study examined the semantic effect on retrieval of radicals ofJapanese kanji. In the retrieval task, a stimulus word written inhiragana (Japanese syllabary) was presented one by one on a display, andparticipants quickly named the left radical of the target kanjicharacter that corresponded to the stimulus hiragana word. It was foundthat the mean naming latency was shorter and fewer errors were made whenthe left radicals were semantically related to the target kanji thanwhen they were not. Also remarkable was a momentary retrieval failure(i.e., no response) characterized as a `tip-of-the-pen' state which evena high-frequency word precipitated more often in the semanticallyunrelated condition. These results highlight a critical role thatmeaning plays in the activation of orthographic forms of kanji. Somecharacteristic features of writing in kanji are discussed.     

话语中词义语用化现象的关联性阐释

在特定语境条件下,原本明确的(或字面的)词义会因说话人的表达意图而被调整或修饰,包括收窄(narrowing)、近似(approximation)、隐喻化(metaphorizing)等词义语用化现象。按照关联理论分析框架,这些语用现象的理解过程实际上是同一个语用加工过程的结果,而且遵循相同的认知机制,即最佳关联假定。交际中词语解码后的语义表征通常只是一模板或假设图式,尚需经过不同程度的语用加工才可能将其重构为交际者希望表达的意图信息,而且正是交际双方对最佳关联的追求,才引发、引导并完成了话语中词语语用意义的构建。     

Word-Level Evidence of the Role of Phonological Decoding During Orthographic Learning: A Direct Test of the Item-Based Assumption

The goal of this study was to test the item-based assumption of the self-teaching hypothesis by reanalyzing Cunningham’s (2006) data. In Cunningham’s study, 37 first graders participated in a self-teaching experiment, and their orthographic learning was measured by a spelling task and an orthographic choice task. A 2-level logistic regression model was used to analyze accuracy of phonological decoding of a target word and spelling acquisition of that word. The findings suggest that the probability of spelling a target word correctly increases as the decoding accuracy of the target word increases. In contrast, this relation was not found for the orthographic choice task. The discrepancy in the results between the 2 dependent measures might be due to the difference in cognitive processes required to complete a production task as opposed to a recognition task. The current findings provide item-based evidence for the accuracy of phonological decoding on participants’ performance on a spelling task.     

从关联理论看词汇语用意义

词汇的语用意义产生于语言在具体语境中的使用过程中,语境在研究词汇的语用意义中有着不可或缺的作用。本文将从关联理论提出的认知语境角度分析词汇语用意义的产生机理。     

英语名名复合词意义构建的认知分析

复合词是英语的重要构词手段,英语名名复合词在日常语言交际中普遍存在。认知语言学的研究成果为词汇意义研究提供了新的视角。本文拟从概念整合和语义框架视角分析英语名名复合词的意义构建。     

历史地看待"金"的词性

关于"金"的词性,自从朱德熙先生在《语法答问》中分析为区别词之后,汉语学界一直存在着争论的声音.本文对不同的观点进行了简要地概述,并采用历史的观点进行了考察和分析,主张应当历史地看待"金"的词性:"金"正处于从词(古代的用法)向粘着语素语法化但又未完成的状态,既不能分析为名词,又不能分析为一个粘着语素,而是处于这两者之间,即词和粘着语素之间的"语法化"状态.