及物性隐喻与英语动词隐喻否定的理解和翻译

及物性隐喻是功能语法理论的核心内容之一。运用及物性隐喻理论,提出英语动词隐喻否定概念,探讨英语动词隐喻否定特征及其表达类型,并从英汉对比和深层语义结构分析角度提出英语动词隐喻否定的理解和翻译方法。     

知识可视化中视觉隐喻及其思维方法

文章梳理了知识可视化中视觉隐喻的研究现状,并试图从知识可视化与视觉表征的内在关系出发,探讨知识可视化中视觉隐喻的涵义及其思维方式与方法。在对视觉隐喻本质涵义的阐述中,结合隐喻学将知识可视化中的视觉隐喻分为被动和主动两种类型,并从广义和狭义两个层面对知识可视化中的视觉隐喻思维方式进行了探讨,旨在为知识可视化中视觉隐喻的恰当运用提供一定的方法参考。     

Visual Attention Movements: A Developmental Study

The pattern of attention movements underlying reorientation of visual selective attention independent of eye movements was studied developmentally in 2 experiments. In Experiment 1, 8-year-old, 11-year-old, and college-age subjects first oriented their attention to a central location and were then cued to direct their attention either to the left or the right peripheral field. Following variable intervals, the target appeared at the cued location and reaction times were recorded. The data were interpretable in terms of the attentional spotlight theory since there was an interaction between distance of the target from fixation and SOA. In terms of this theory, the data indicate that the velocity of attention movements increases throughout the age range studied. Experiment 2, in contradiction to attentional spotlight theory, failed to find evidence of an interaction between distance and SOA. This experiment suggested that young children can covertly orient their attention by including valid, neutral, and invalid cues, and that these cues can both facilitate and inhibit attentional orientation. This experiment also extended the findings to central as well as peripheral cues.     

A Model of Visual Case Processing Using Metaphors and Drawings

A visual case processing method using metaphors and drawings is discussed as a holistic and creative way of conceptualizing and presenting cases in supervision sessions.     

Learning from Texts and Visual Aids: a Developmental Perspective

The aims of this research were to investigate the ways in which students in primary and secondary schools process texts and accompanying visual aids and to ascertain any developmental patterns. Think-aloud protocols were gathered from 119 Grade 5, Grade 7 and Grade 9 students while they read and studied grade-appropriate History and Science materials which contained both text and visual aids (tables, diagrams). Analyses of the think-aloud protocols yielded over 50 different processes, subsumed under 10 major categories. While the History results showed no reliable grade differences in the 10 think-aloud categories, the Science results showed developmental differences. Older students demonstrated a more diverse array of strategies, and explicit linking of text and visual aid information was not as evident in the younger students. ANOVAs following cluster analyses showed weak relationships between cluster membership and outcomes. Implications for instruction are discussed.     

从《还乡》看哈代小说创作中的视觉隐喻

在哈代的小说中，视象被巧妙地安排在小说的整体结构中，以喻指人物关系，暗示人物命运，构造出严密有效的隐喻体系。《还乡》中，哈代借助视点、位置、角度等要素，充分调动了视觉隐喻的功能，这对于塑造人物形象、烘托小说主题有重大意义。     

Using Verbal and Visual Prompts to Control Littering in High Schools

This study investigated the use of verbal and visual prompts to control litter behaviour by students in two separate high schools. Data were obtained from two areas in both schools; the cafeteria, and the pathway leading from the cafeteria to the main teaching block. Verbal prompts in combination with visual prompts resulted in statistically significant reductions in the rate of littering and were demonstrated to be more effective than verbal or visual prompts alone. Reductions in litter behaviour were maintained following intervention.     

Effects of Instruction on Verbal Interactions During Collaborative Problem Solving

During one school year, data were collected for vocational education students while they worked collaboratively on open-ended mathematics problems. In collaboration with participating teachers, instructional activities were designed with a twofold goal of modelling the process of problem solving and improving collaboration. Instructional activities were based on scaffolding instruction and included modelling problem solving, stimulating reflection, and giving feedback on the process of collaboration. These activities were gradually developed and implemented in collaboration with teachers who participated in the study. The main research question in this study was whether student collaboration while working in small groups creates a learning context where students work on open-ended problems and where instructional activities are aimed at stimulating collaborative problem solving in mathematics.To answer the research question, an experiment was undertaken in two classes in different schools. Two groups of students were videotaped while they tried to solve mathematics problems collaboratively. Observational data were analysed with a schema that was developed as part of this research. Analyses of the data showed that, in both groups, collaboration-oriented patterns increased during the school year. It is argued that the approach of gradual implementation of instructional activities that are designed in cooperation with participating teachers is effective in stimulating collaborative problem solving.     

幼儿视觉素养与语言素养的整合培养

随着技术和环境的变化,素养的核心内容--读写能力随之发生了新的变化.本文阐述了在幼儿教育中将幼儿的视觉素养和语言素养进行整合培养的需求,并提出相应的整合培养策略和评价方法.     

Self-Operated Verbal Instructions for People with Intellectual and Visual Disabilities: Using instruction clusters after task acquisition

Three adults with intellectual and visual disabilities were taught vocationally relevant tasks through the use of a self-operated verbal instruction system. During training, the system presented one verbal instruction per task step, individually. After training, the system presented instructions arranged in clusters/groups of two. Data showed that during training all participants achieved percentages of correct task performance exceeding 90. The subsequent use of instruction clusters was effective in maintaining high levels of correct performance for each adult, whereas a deterioration of performance occurred when instructions were not available. Implications of the findings are discussed.     

弱智学生视觉表象清晰度发展趋势研究

弱智儿童视觉表象清晰度发展趋势研究表明从年级和年龄水平看,轻度被试清晰度的发展呈缓慢、波动的趋势,14岁和9年级达到最高峰;清晰度各维度之间发展不平衡;性别之间发展一致;与正常学生发展的最高峰相比,落后4-5年;轻度和中度被试年级和年龄主效应均不显著,轻度和中度被试之间差异显著,智力因素影响清晰度的发展.应在14岁关键年龄之前,训练并提高清晰度,发展认知和形象思维能力.     

Visual and Auditory Morphological Priming in Adults With Developmental Dyslexia

The quality of implicit morphological knowledge in adult Hebrew readers with developmental dyslexia was investigated. The priming paradigm was used to examine whether these adults extract and represent morphemic units similarly to normal readers during online word recognition. The group with dyslexia as a whole did not exhibit priming with visual presentation as opposed to both age- and reading-level controls. Priming was absent when the prime and target words shared a morpheme and even when the prime and the target were identical. Only the students with phonological dyslexia, who exhibited relatively good performance in the orthographic judgment task, exhibited repetition priming but not morphological priming. Strong repetition and morphological priming effects were found for participants with dyslexia when the stimuli were auditory. The implications of the dissociation between visual and auditory priming for the locus of the deficit in morphological processing during word recognition are discussed.     

隐喻的认知理据与跨文化的相似性

从符号学和认知语言学角度探讨有关隐喻的一种新理论，即不再把隐喻单纯当作语言内部的一种修辞手段，而是把它和人类的认知过程相联系，认为它能够反映语言与人类思维、认知的关系。正是由于隐喻具有的这种共同的认知基础，因而不同文化背景下的隐喻呈现出一定的相似性。     

The Impact of Gender on Types of Verbal Interactions in Corporate Training Sessions

This study describes verbal interactions in 13 selected training sessions across the United States using the INTERSECT instrument. More than two‐thirds of the interactions were found to be acceptance, the mere acknowledgment of a response by the instructor, with remediation accounting for about 21%, and praise, 11%. Criticism occurred only 4 times, or 18%. Male trainers provided more acceptance responses than female trainers at a statistically significant level. There were no differences in verbal classroom interactions based on gender equity during instruction.     

教育隐喻与理论创新——叶澜先生教育思想中的隐喻研究

隐喻是人类认知的基本方式,也是教育学家认识和理解教育的重要方式。叶澜先生在其发表的98篇学术论文中,主要创作并使用了106个隐喻。这些隐喻的源域分为自然事物与现象、人类生活中事物、人类及其行为活动三种类型,目标域涉及教育目的与作用、教师、学生、课程、教学、学校、教育改革以及教育学研究八个主题。隐喻在叶澜先生的教育理论建构中发挥着重要的认知功能、构词功能、说理功能和文化功能。在当代教育理论创新中,隐喻有利于提供认识教育的新视角,催生新的教育概念和理论,促进注重生命体验的教育学的发展。教育研究者应重视隐喻的认知价值,并与逻辑演绎、实证归纳相结合,促进教育研究方式多元融合和教育理论创新。     

Orthographic-Phonological Mapping and the Emergence of Visual Expertise for Print: A Developmental Event-Related Potential Study

The N1 effect is an electrophysiological marker of visual specialization for print. The phonological mapping hypothesis (Maurer & McCandliss, 2007) posits that the left-lateralized effect reflects grapheme-phoneme integration. In this event-related potential study, first (age = 7.06 years, N = 32) and third-grade readers (age = 9.29 years, N = 28) were presented with pairs of pseudowords and Armenian character strings in a novel implicit same-different paradigm. To test the phonological mapping hypothesis, stimuli were presented in visual-only and audiovisual conditions. The results demonstrated that tuning for print already emerges in first grade. Moreover, the parallel presentation of auditory stimuli enhanced the N1 effect suggesting a role of orthographic-phonological mapping in the development of specialization for print.     

英汉情感隐喻比较研究

作为语言认知现象,隐喻渗透各个文化团体。在日常生活中,人们常借助隐喻来更好地理解那些陌生的、抽象的东西。作为人类生活必不可缺的部分,情感抽象而又难以令人捉摸。故情感的表达往往离不开隐喻。基于人类相同的生理和心理体验,情感的隐喻表达在中英文化中存在着许多相似之处;但由于观察细致度、文学艺术的影响以及其他因素的不同,其表达方式又有所不同。因此,该论文旨在概念隐喻的基础上对其情感表达的相同点及不同点做简要探讨,以更好理解中英文化差异。