阅读的心理过程模式与外语阅读教学

20世纪60年代以来,随着认知心理学和心理语言学的发展,阅读的心理过程研究先后出现了"自下而上"的信息加工模式;"自上而下"的语言心理模式以及"交互模式和图示理论.其中的交互模式与图式理论对外语教学有较大的影响.     

An elementary survey of the reading process

This article is a study of the social construction of school desegregation in Los Angeles, California. Particular emphasis is placed on how magnet schools were presented to area residents in the local press over a period of 3 decades. I use quantitative and qualitative techniques with 355 newspaper articles. I find that magnet schools were originally discussed as part of a larger desegregation program, but that references to desegregation declined steadily. Magnet schools are now discussed as providers of academic excellence, and desegregation issues are largely ignored. This follows the current trend in political and academic circles, in which the rhetoric surrounding education is increasingly focused on standards and accountability rather than equality and access.     

英语阅读中的心理激励

本探讨了学生在进行英语阅读时存在的心理误区,并阐述了心理激励在英语阅读中的有效运用。     

阅读信念在阅读理解过程中的作用

阅读理解过程中,阅读信念的作用不容忽视的。本文介绍了三种相关的阅读信念：阅读的自我效能感;作者信息的可靠性;阅读理解过程的信念-理解文意,追索作者原义,强化自己的见解。这三种信念以及尚未被人认知的信念交织成一个信念系统,共同参与读者的阅读理解过程,影响着其阅读理解的效果。     

Cognitive skills in the reading process: a review

Some current problems in reading, as viewed by cognitive psychology, are discussed around a summary of a symposium on Reading and Lexical Access held ac, part of the International Conference on Practical Aspects of Memory (Gruneberg, Morris arid Sykes, 1978). The analysis of component processes in reading, and the analysis of reading dynamics provide apparently opposing approaches to the study of reading, but they often lead to similar conclusions about reading behaviour and are seen here to be complementary approaches. Prompted by the discussion of phonological mediation in a number of the papers we are led to the conclusion that whereas phonological reading can be observed to be used on some occasions, it is not necessaryfor word recognition and reading. Three hypotheses of its use by skilled readers are suggested—for sequential attention control, for the generation of a working memory code, and for the resolution of ambiguity by prosodics. The beginning reader may have a further use in gaining a spoken representation, and therefore recognition, of new words.     

浅析语文阅读教学中的多元解读

新一轮的课程改革在文本解读方面有着重大的变化,多元解读已引入了文学作品的阅读教学。由于文本的意义充满了未定性,再加上学生个体有着诸多的差异,因而对同一文本解读会有不同的理解,这是必然的,也是必要的。但在新课程的实施过程中,我们在这多元解读的背后也会听到一些不和谐之音。有的教师甚至已陷入了一些误区。笔者认为教师在鼓励学生进行多元解读的过程中．应多多关注以下两个方面：文本这一信息本源;社会主导价值取向。     

浅析语文阅读教学中的多元解读

新一轮的课程改革在文本解读方面有着重大的变化,多元解读已引入了文学作品的阅读教学.由于文本的意义充满了未定性,再加上学生个体有着诸多的差异,因而对同一文本解读会有不同的理解,这是必然的,也是必要的.但在新课程的实施过程中,我们在这多元解读的背后也会听到一些不和谐之音.有的教师甚至已陷入了一些误区.笔者认为教师在鼓励学生进行多元解读的过程中,应多多关注以下两个方面文本这一信息本源;社会主导价值取向.     

Psychological correlates of physical abuse in Hong Kong Chinese adolescents

OBJECTIVE: To understand the associations between adolescent family physical maltreatment and psychiatric morbidity or psychological problems. METHODS: questionnaire survey on 489 secondary school students in Form 2 from 10 schools in Hong Kong. Questions regarding three forms of family physical maltreatment were measured: corporal punishment within the past 6 months, beaten without any reason within the past 6 months, or ever been beaten to injury. MAIN RESULT: Corporal punishment was not associated with the psychological variables after Bonferroni adjustment was made. Those who experienced the two other forms of physical maltreatment had significant and strong associations with positive Achenbach CBCL outcome (OR from 3.26 to 3.27), drug abuse problems (OR from 2.60 to 20.38), self-injurious behaviors (OR from 3.34 to 8.47) and poor perceived parental support. In addition, those who had ever been beaten to injury scored significantly lower in the physical appearance and behavioral conduct subscales of the Harter's Self-Perception Profile for Adolescents. CONCLUSIONS: In Hong Kong, some forms of family physical maltreatment (beaten for no reason and beaten to injury) were associated with a number of psychiatric/psychological problems. Further studies should be carried out to clarify whether the relationships are causal in nature.     

Motor correlates of ADHD: contribution of reading disability and oppositional defiant disorder

This study investigated whether the likelihood of motor impairment in children with attention-deficit/hyperactivity disorder (ADHD) increases with the presence of other disorders, and whether the co-occurring diagnoses of reading disability (RD) and oppositional defiant disorder (ODD) account for the motor deficits seen in ADHD. A total of 291 children (218 boys, 73 girls) participated. Six groups of children were compared: ADHD only (n = 29); RD only (n = 63); ADHD and RD (n = 47); ADHD and ODD (n = 19); ADHD, RD, and ODD (n = 21); and typically developing control children (n = 112). Motor skills were assessed with the Bruininks-Oseretsky Test of Motor Proficiency and the Beery Test of Visual-Motor Integration. We found that the motor skills of the ADHD-only group did not differ from the typical control group. Furthermore, motor impairment in ADHD increased as a function of co-occurring disorders, and the presence of RD rather than ADHD predicted motor impairment.     

试谈语文阅读教学过程的转变

在实践语文新课程标准时,语文阅读教学过程发生了转变,那就是：阅读教学过程由固定的单一传输转变为多重对话。伴随着多重对话,阅读教学的交往和创造生成体现得更加充分,语文阅读教学过程成为了一个充满情趣的体验和交流过程。     

连通理论对英语语篇阅读过程的解构和相关教学意义

英语语篇阅读是一个复杂的信息加工和认知过程,本文以连通理论为论述视角,认为英语语篇阅读过程在大脑中要进行语义内容、视角转换、逻辑结构和整体评价四个过程综合在一起对语篇信息加工处理,这是用连通理论解构英语语篇阅读过程的尝试,对英语语篇教学具有一定的指导意义.     

城市化进程中失地农民的心理适应问题

失地农民的心理适应不良,主要表现为在征地补偿、生活方式及养老问题上产生的不平衡心理。原因在于失地农民对征地消极的认识、控制错误、夹心层心态和较高期望值破裂几个方面。在具体对策上,需要引导失地农民自我调试,并通过改善公共服务、增加幸福感和提升社会的宽容心来化解。     

Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children

Seven- and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of performance and in the predictors of literacy. Multiple regressions showed that both productive vocabulary and speechreading were significant predictors of reading for the deaf children after hearing loss and nonverbal intelligence had been accounted for. However, spelling ability was not associated with any of the other measures apart from reading. For hearing children, age was the main determinant of reading and spelling ability (due to selection criterion). Possible explanations for the role of speechreading and productive vocabulary in deaf children's reading and the differences between the correlates of literacy for deaf and hearing children are discussed.