用多重评估法对小学生注意力缺损多动障碍的筛查研究

本研究用运多重评估法 (访谈、量表和行为观察相结合 ) ,对某小学 1-5年级学生进行了有关注意力缺损多动障碍 (ADHD)的筛查研究。结果显示 ,患有ADHD的占学生总数的 3 .1 % ,老师认为可能患有ADHD的学生占总数的 1 5.6%。在被教师评估为注意力不集中或多动症的学生中 ,大多数是假性注意力障碍 ,即是由于不良家庭环境、智力落后或学习障碍引起的注意力不集中现象。     

语境与言语交际

语言的运用离不开语境,语境对交际中话语的理解起着关键的作用。本文首先探讨了国内外语言学界对语境概念的界定和语境研究的情况;接着通过举例论述了语境在言语交际中的作用以及语境对言语交际的制约。     

言语交际中模糊语浅议

模糊语作为交际的一种常见现象,是交际者在交际活动的示意和释义过程中出现的种种不确定性的总称。既然在言语交际中说话人很少有言谈追求刻意,那么基于语用学的角度,从说话人表达和受话者理解层面分析言语交际中的模糊语现象,指出模糊语可以使言语交际中的话语更加得体、合适,有其积极作用。     

Private speech in children with ADHD and their typically developing peers during problem-solving and inhibition tasks

This study compared private speech of children with ADHD and normal controls during problem solving and inhibition tasks. Thirty-two children (16 children with ADHD and 16 matched controls) aged 6–11 years participated. Consistent with previous studies, children with ADHD produced more task-irrelevant and task-relevant external private speech than control children during problem-solving tasks, but did not differ in their use of task-relevant internal private speech. During the inhibition/attention task (Continuous Performance Test-II), children with ADHD produced more task-relevant external and more task-relevant internal private speech, suggesting that they may have employed a less mature strategy to aid in self-regulation. The educational implications of the current study are that there should be an increased awareness of the developmental nature and functional significance of private speech and how private speech usage may differ in children with ADHD.     

The impact of computer-mediated and traditional academic task presentation on the performance and behaviour of children with ADHD

This project aimed to examine whether the use of computers could have a positive impact on the performance of academic tasks and their behaviour whilst completing them of children with ADHD. This small exploratory study therefore investigated the impact of the use of a laptop computer, with and without stimulating animations and features incorporated into task presentation, on Key Stage 2 level science tasks. The effects of these different forms of computer presentation were examined in relation to performance on more traditionally presented, pen and paper, tasks. The results of this study revealed that, in contrast to typically developing children, participants with ADHD produced the greatest number of accurate responses on the more basic computerised tasks (presented as simple Microsoft Word documents) and exhibited significantly more on-task activity on animated computerised tasks. In summary, computerised presentation significantly improved the accuracy of responses and the on-task focus of participants with ADHD. These early findings are encouraging and may have wide reaching practical implications in terms of the design and implementation of educational software aimed at promoting improvements for children with ADHD in terms of both their academic performance and, critically, appropriate on-task focus and behaviour in the classroom.     

注意力缺陷多动障碍儿童的特征及干预策略

ADHD儿童有着和一般儿童不同的神经生理特点、认知特点、行为特点等,应该从整体上认识和训练ADHD儿童。     

教师如何管理注意力缺损多动障碍儿童

注意力缺损多动障碍 (简称ADHD)不仅是导致儿童成绩落后的主要原因之一 ,而且也是破坏课堂纪律主要因素 ,由于教师以面向正常学生传授基础知识为主要任务 ,对注意力缺损多动障碍的理解和矫正并不擅长 ,经常采用说教和批评的常规方法 ,难以取得成效。教师应辨别注意力障碍 ,运用行为矫正技术来管理这类障碍学生     

Improving expressive writing skills of children rated for ADHD symptoms

The present study examines the expressive writing abilities of children described by their teachers as having Attention Deficit Hyperactivity Disorder (ADHD) symptoms and of matched controls and the effects of two types of facilitation. A group of 35 ADHD children and matched controls are given the task of composing a letter either under standard instructions or with facilitation (a guide scheme), preceded by a brief training on how to use the facilitation. Results show that both groups drew benefit from the guide scheme. Despite the fact that differences between groups were maintained after the training for the case of spelling errors, the poorer performance of ADHD children vanished. It is concluded that ADHD children have poor expressive writing skills, but this can be improved through the help of a guide scheme preceded by brief training.     

框架转换与幽默言语意义的识解

幽默言语是人类日常话语中经常出现的一种语言交际形式。Fillmore的框架理论提出百科知识和生活经验同语言知识紧密联系,它们共同促使对意义的理解。本文试以框架理论中的框架转换为视角,探讨幽默言语解读过程中如何通过框架转换来识解言语中的幽默效果。     

相声《小偷公司》中言语幽默的认知语用分析

相声是人们喜闻乐见的一种艺术形式,幽默是相声的生命线。本文在认知语用学的框架下运用关联理论对相声《小偷公司》中的言语幽默进行分析,旨在探究幽默在相声中的生成和理解,以帮助观众更好地解读和欣赏相声作品。通过分析可以发现,关联理论对幽默的生成和理解具有很强的解释力,有助于相声作品的解读和欣赏。     

Training boys with ADHD to work collaboratively: Social and learning outcomes

This study examined social participation and strategic problem solving behavior of boys diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) when collaborating on a planning task with a trained peer partner. Twenty-four 9- to 13-year-old boys with ADHD who were receiving a medication intervention, were individually pre-tested to assess their initial ability to plan an errand route task. They were then observed doing an alternate planning task during collaborative sessions with a female peer partner who had received prior training in the task and in facilitating social interaction. Boys with ADHD were then individually post-tested on the original planning task. Observations of the collaborative sessions revealed significant, positive changes across three phases in the quality of social interactions by boys with ADHD, in their planning strategies, and planning efficiency. Findings suggest positive benefits of collaborative learning structures for boys with ADHD when they are placed in a collaborative learning setting with a partner who has received a prior training intervention.     

体意义与动量词表达探究

话语表达的体意义着眼于时态范畴,除了可以由标记语表达,在具体的语言事实中往往可以借由动量词进行表现.动量词是对动作次数及时间的表现,动量词与话语体意义表达有紧密关联.动量表达的语义特征具有独立性、凸显性以及回溯性.体意义的动量表现,不仅是修辞手段的丰富,更是语言自身功能的外化,背后有深刻的认知机制在起作用.汉语“无形态”的特点使词语的结合产生无限可能,人们以语言表达认知世界,又以认知经验主导阅读体验,在对体意义的动量表达进行分析时,要注意把握语言功能与表达效果的统一.     

英语言语幽默中指称语的语用解读

指称语是在言语会话中引起幽默的一种重要手段。为了产生言语幽默效果,交际双方对于指称语的选择是一种动态的心理过程。Sperber和Wilson的关联理论对于解释英语言语幽默中发话人如何选择合适的指称语作为语言交际衔接手段的动因和受话人如何筛选并确定指称关系的心理过程有着重要的作用。指称语的语用解读能进一步丰富理解英语言语幽默的方法,提高读者对幽默的鉴赏力。     

Pragmatic Cooperative Principle and Its Effects on Verbal Humor

Humor can be interpreted in many forms,and verbal humor is the most popular one.Grice’s cooperative principle was proposed in 1967 and the violation of cooperative principles as well as its sub-maxims will cause humor.This paper will put the emphasis on CP’s effects on humor and will give some analysis in detail.     

论有意义学习理论对语言输入的启示

本文简述了有意义学习理论和可理解性输入理论，并分析了两者的关系，提出了有意义学习理论对外语教学中语言输入的启示：不能忽视母语的作用；正确处理机械学习与有意义学习的关系；重视对有“文化”意义的输入。     

Engaging ADHD students in tasks with hand gestures: a pedagogical possibility for teachers

This study examines the effects of teachers' speech and hand gestures on the task performances of students with Attention‐Deficit/Hyperactivity Disorder (ADHD). Forty‐five 7½‐year‐old students clinically diagnosed with ADHD participated in the study. The students were asked to solve three sets of puzzles. The teachers supported the students in the tasks by using three different scaffolding modalities: speech‐only, gesture‐only and speech in conjunction with gestures. The results indicate that when the teachers used the scaffolding that contained gesture components (either speech scaffolding in conjunction with gesture scaffolding or gesture‐only scaffolding), the ADHD students were more responsive, focused longer on the tasks and were more successful in completing the tasks. Moreover, teachers' representational and deictic gestures were found to be the most effective gestures in scaffolding. This study suggests that when teachers' hand gestures are used together with speech, they are a powerful pedagogical means to engage ADHD children in tasks.     

得体--跨文化言语交际的最高准则

在成功的跨文化言语交际中，除语言能力外，交际者还应具备得体地运用语言的能力。交际者必须知道应该在何时、何地，对什么人以何种方式来表达何种内容。谈话的时机、谈话的内容及谈话的方式，在跨文化言语交际中有明显的差异，只有了解这种差异，才能有效、得体地进行跨文化交际。     

英语口语交际中冗余的语用功能

文章从语用学的角度,探讨了英语口语交际中冗余的语用功能,旨在帮助读者提高运用冗余的能力,使冗余能够更好地为日常交际服务。     

言语交际容错阈与语言文字规范化

言语交际中存在编码语义所指错误而解码无误的现象,是因为编码错误在容错阈之内;容错阈的大小既与解码者的语言素质高与低有关,也与编码错误的显与隐、广与狭有关;当一种编码错误非常广泛,已进入"全民容错阈"时,应该就是被语言文字规范化"容错"的对象。     

Verbal reasoning test scores and their stability over time

As part of an extended study into school assessment practices the use of verbal reasoning tests and their possible contribution to measuring pupil progress is being investigated. One phase of the study has involved testing the stability of individual verbal reasoning scores over time. The findings of this phase are presented here and located within the broader context of intelligence testing. The discussion concludes with a number of questions relating to the use of pupils’ academic achievements as appropriate measures of school success. The ongoing work considers how pupil success could be measured fairly, taking into account individual pupil differences, including both genetic and socio-economic factors. The work being developed has potential for both formative and summative assessment procedures and also as a tool for reporting the achievements of individual pupils and educational establishments. The full work will be published in due course.