Some mysteries about child language learning

One morning, two-year-old Jennifer impressed her mother with the rather sophisticated exclamation, “Daddy went bye-bye,” as her father left for work. In fact, Jennifer's mother encouraged her to repeat the phrase so that it could be audiotaped and preserved for posterity. Sadly, Jennifer was more interested in commenting on the turning wheels of the recorder than in performing as her mother requested. The mother's repeated, probing inquiry, “Where did Daddy go, Jennifer?” was all that was audible on the tape.     

专业英语教学若干问题探讨

专业英语教学要明确教学目标、任务 ;突出重点、难点 ;讲练结合 ,培养能力 ;慎重选择教材。     

反思《义务教育语文课程标准(实验稿)》中存在的问题

从理论层面、文本呈现、文本表述三个方面,反思《语文课程标准》中存在的问题,以利于完善《语文课程标准》的不足之处,促进语文课程改革的稳步前进。     

Psychosocial correlates of child abuse potential in multiply disadvantaged adolescent mothers

OBJECTIVE: This study had two aims: First to examine psychosocial correlates of child maltreatment risk, and second to assess the validity of the CAP Inventory (Milner, 1986) with multiply disadvantaged teenage mothers. METHOD: Participants were 75 adolescent mothers who were wards of the Illinois child protection system. Mothers (aged 14-18) and infants participated in home-based psychosocial assessment of personal and parenting functioning. Group comparisons examined differences for mothers with elevated versus normal versus invalid CAP scores due to faking good. RESULTS: Findings indicated that abuse risk groups differed on emotional distress, social support satisfaction, reading achievement, and years of education, but not on parenting beliefs or quality of child stimulation. Differences favored the normal over the elevated risk group in all significant comparisons, whereas mothers with elevated faking good differed from normals only in lower reading achievement. Multiple regression analysis highlighted emotional distress, support dissatisfaction, and low achievement as significant predictors of greater abuse risk. CONCLUSIONS: Despite sharing multiple disadvantages, adolescent wards are a heterogeneous group who show different levels of psychosocial functioning corresponding to levels of child maltreatment risk. The findings provide support for the concurrent validity and clinical applicability of the CAP Inventory with disadvantaged teenage mothers.     

谈认知语言学的儿童语言习得观

认知语言学的习得理论,认为语言的相关知识是学习者们积极主动构建而来的,语言知识的习得主要还是在于学习者所处的环境以及学习者本身的认知能力,并不是在于学习者先天的语言天赋。根据认知语言学的主要观点,探讨基于认知语言学理论的儿童语言习得的方式和机制,并从社会文化途径、模仿学习途径、类比与结构映射途径等方面具体论述了认知语言学理论下儿童语言系统形成的途径。     

中学物理实验教学模式的改革的几点设想

对中学物理实验教学提出了一些新建议：变演示实验为学生实验;变没有演示实验为有演示实验;变不易成功的演示实验为易成功的演示实验．使得实验教学更能激发学生学习的积极性和主动性,进而掌握好物理基础知识．     

浅说语言的蕴藉

为彰显国学与语言应用学，本文试图在语言蕴藉的深广度、时空感和思辩性等方面作些探究，以较翔实的材料印证基本特征，有益于提高语言的鉴赏力与表现力。     

The influence of race/ethnicity on disadvantaged mothers’ child care arrangements

This study uses data from the Fragile Families and Child Wellbeing Study [Reichman, N., Teitler, J., Garfinkel, I., & McLanahan, S. (2001). The fragile families and child wellbeing study: Sample and design. Children and Youth Services Review, 23, 303–326] to describe primary child care arrangements of employed, predominantly low-income mothers of 1-year olds, and to quantify their child care calculus in the post-welfare reform era. The sorting of children across arrangement types differs by mother's race/ethnicity: Hispanic children are most likely to be cared for maternal kin, Black children in organized centers, and White children by their fathers. Multinomial regression reveals that the association between race/ethnicity and arrangement type is largely – but not entirely – accounted for by mothers’ socioeconomic, household, job, and cultural characteristics; interaction tests show that the associations between arrangement type and both poverty status and marital status are contingent on race/ethnicity. These findings indicate that disadvantage does not translate into child care arrangements similarly across racial/ethnic groups and child care policy must take into account structural and cultural differences associated with parents’ race/ethnicity.     

Long‐term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: the impact on language and literacy

Early intervention aims to prevent poor literacy outcomes associated with social disadvantage. This study examined whether the short‐term positive effect of a preschool classroom‐based oral language and phonological awareness (PA) programme was maintained and transferred to literacy 2 years later. The vocabulary knowledge, grammatical skill, auditory comprehension and reading comprehension of 54 6–7‐year‐old Australian children who attended school in a low‐socioeconomic area were measured. Children's PA abilities were also assessed and are reported elsewhere. There were no significant differences between children who had received intervention in preschool and those who had not, with the entire cohort performing below the average range of the general population. The findings indicated that while generating short‐term positive effects, intervention in preschool did not enhance socially disadvantaged children's language and literacy achievement in the long term.