跨国资本:对中国归国学术人才的评估

本文从国际国内政治经济影响、政府政策以及个人因素等四个方面分析了海外学者回国的原因,力图通过对归国学者和本土学者在能力与贡献、国际联系、报酬和认可度、回国的比较观念以及短缺专业领域需求情况的调查与分析,客观地评估归国学者的“跨国资本”价值,并指出随着中国国际化进程的加快,归国学者所拥有的跨国资本将越来越受到重视,在中国学术机构中他们将处于主导地位。     

Syntactic and discourse skills in Chinese adolescent readers with dyslexia: a profiling study

This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive–linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers.     

Speech Perception and Production by Sequential Bilingual Children: A Longitudinal Study of Voice Onset Time Acquisition

The majority of bilingual speech research has focused on simultaneous bilinguals. Yet, in immigrant communities, children are often initially exposed to their family language (L1), before becoming gradually immersed in the host country's language (L2). This is typically referred to as sequential bilingualism. Using a longitudinal design, this study explored the perception and production of the English voicing contrast in 55 children (40 Sylheti‐English sequential bilinguals and 15 English monolinguals). Children were tested twice: when they were in nursery (52‐month‐olds) and 1 year later. Sequential bilinguals' perception and production of English plosives were initially driven by their experience with their L1, but after starting school, changed to match that of their monolingual peers.