数字图书馆中数字对象的概念、作用及其命名与标识

数字对象是数字图书馆架构的根本保证。本文首先提出了讨论有关数字对象问题技术的必要性,并理解性地描述了数字对象的概念,简单分析并说明了数字对象在数字图书馆中的核心地位与关键作用,同时结合实例描述了通过命名系统对数字对象进行标识的现状,最后给出了如何解决有关数字对象问题的一些建议与方法。     

Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words

The present study investigated the effects of lexical homophony on the processing of Japanese two-kanji compound words. Experiment 1 showed that participants took longer to perform lexical decisions for words with a high degree of lexical homophony than those with no homophony. Interestingly, the same inhibitory trend was found in the naming task of Experiment 2. Participants took longer to name words with a high degree of lexical homophony than those with no homophony. The consistency of an inhibitory effect through the two experiments suggests that during naming and lexical decisions for Japanese two-kanji compound words, an orthographic representation activates the phonological representation, which then leads to a rebounding activation of orthographic representations of homophonic forms.     

The Contribution of Naming Speed to the Simple View of Reading

The purpose of this study was to investigate whether naming speed makes a contribution to the prediction of reading comprehension, after taking into account the product of word decoding and listening comprehension (i.e., the Simple View of Reading; [Gough, P.B. & Tunmer, W.E. (1986). Remedial and Special Education 7, 6–10]), and phonological awareness. In grade 3, word decoding was measured with the Woodcock [(1998). Woodcock Reading Mastery Tests – Revised. Circle Pines, MN: American Guidance Services]. Word Identification and Word Attack subtests, listening comprehension with the Woodcock (1991) [Woodcock Language Proficiency Battery – Revised. Chicago: Riverside Publishing Company] test of Listening Comprehension, naming speed with a picture naming task, and 4 measures assessed phonological awareness. Reading comprehension was assessed in grades 3, 4, and 5 with the Woodcock (1998) Passage Comprehension subtest and in grade 5 with the Gates–MacGinitie reading test. The Simple View was evaluated twice: first, with a pseudoword measure for decoding (Grapheme–Phoneme-conversion product) and, second, with a word identification measure for decoding (word recognition product). Hierarchical regression and commonality analyses indicated that the decoding and listening comprehension products accounted for considerable variance in reading comprehension. Naming speed had a small but significant effect after accounting for the Grapheme–Phoneme-conversion product (2–3%), but little effect after accounting for the word-recognition product (0–2%). Subgroup analyses indicated that naming speed had its primary effect for less able readers. Commonality analyses supported the interpretation that naming speed contributes after the Grapheme–Phoneme-conversion product but not after the word recognition product because naming speed has already had its effect upon word recognition. These results indicate that it is important how the Simple View decoding term is defined, and that the Simple View may be incomplete, especially for less able readers.     

试论南京国民政府的政策取向和操作后果——以盐税为切口

本文选择盐税这一细小切口,通过阐述南京国民政府的政策设计、实际操作过程,分析了使制度层面和实践层面发生断层的各种制约因素。并运用财政学和税收学的方法,评价了盐税改革的正负效应。揭示国民政府以不断提高税率为主要的改革手段,根本无心于建设、厚植税收基础的真相,说明国民政府的政策取向是为了统治集团的一己私利,而其结果是与其政策取向紧密相关的。     

The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia

An increasing body of dyslexia researchdemonstrates, in addition to phonologicaldeficits, a second core deficit in theprocesses underlying naming speed. Thehypothesized independence of phonologicalawareness and naming-speed variables inpredicting variance in three aspects of readingperformance was studied in a group of 144severely-impaired readers in Grades 2 and 3. Stepwise regression analyses were conducted onthese variables, controlling for the effects ofSES, age, and IQ. Results indicated thatphonological measures contribute more of thevariance to those aspects of reading skill thatinvolve decoding or word attack skills;naming-speed measures contribute more to skillsinvolved in word identification. Subtypeclassification findings were equally supportiveof the independence of the two deficits: 19%of the sample had single phonological deficits;15% had single naming-speed deficits; 60% had double-deficits; and 6% could not be classified. The implications of these findingsfor diagnosis and intervention are discussed.     

南明区林业产业发展现状、存在问题及发展对策研究

南明区位于贵州省中部,是贵阳市两个主城区之一。全区林业用地面积7387．6公顷,现有活立木总蓄积量38．9万立方米,森林覆盖率38．73％。近年来,南明区林业产业取得了可喜的成绩,但也存在对林业产业发展认识不足、发展思路不清晰等问题。本文提出了大力发展城市生态公益林、巩固发展种苗花卉业、重点发展精深加工业、提升城市森林旅游品牌、辐射发展乡村游憩业、健全管理机构、提高科技含量等发展思路和对策。     

Phonological knowledge and naming ability in children with reading disability

Children who are poor readers have difficulty naming pictured objects. Their naming difficulty could be a result of inadequate representations of the phonology of words, inadequate processing of those representations, or both. In this study, third-grade good and poor readers were tested on object naming, and, in cases of naming failure, forced-choice recognition tasks were used to probe their knowledge of the phonology of the object names. The two reading groups showed no differences in their ability to select the initial phonemes or rhymes of object names they had not produced spontaneously. Moreover, initial phoneme prompts were helpful for both reading groups. The children differed, however, in their ability to produce words after being given rhyme information. The results indicated that, except in the ability to manipulate explicitly phonological information, the poor readers; performance was qualitatively similar to that of the good readers. It is suggested that training in phonological analysis may help poor readers overcome the deficiencies in establishing and processing phonological representations that lead to their quantitative deficit in object naming.     

Structural invariance in the associations of naming speed,phonological awareness,and verbal reasoning in good and poor readers: A test of the double deficit hypothesis

The associations of multiple measures of speeded naming, phonological awareness, and verbal intelligence with word reading were examined in 51 poor readers and 74 good readers in third and fourth grade. Structural equation modeling was used to determine the extent to which these two groups exhibited structurally invariant patterns of associations among the constructs. Results revealed that for poor readers, both speeded naming and phonological awarencess were significantly associated with word reading, but verbal intelligence had no association with it. In contrast, for good readers, phonological awareness and verbal intelligence were significantly associated with word reading, but naming speed was not. Findings are discussed in light of the double deficit hypothesis.     

自然语言中同一性语句的逻辑分析

语言中指称的同一性问题是语义理解的关键性问题。同一性的语言表达多样而含混,它既涉及语言,又涉及认识,仅仅从语言内部不能说明指称与符号的关系。同一性首先从外延(指称)的角度提出来,如果能够确定和理解符号的指称,那么确定和理解同一性就是可能的了。摹状词理论在这里体现了它的独特意义。     

Letter Processing and the Formation of Memory Representations in Children with Naming Speed Deficits

The ability to recognize letter patterns within words as a single unit is important for fluent reading. This skill is based on previously established memory representations of common letter patterns. The ability to form these memory representations may be impaired in some poor readers, particularly readers with naming speed deficits (NSD). This study explored factors that influence letter processing and the subsequent formation of memory representations of letter strings in children with and without a NSD. Children were presented with a letter string, followed by a probe unit that was either a single letter, a two-letter cluster, or a repetition of the whole string. Children indicated whether or not the probe had been present in the preceding string. Two factors were manipulated: (a) amount of time to process the initial letter string, and (b) level of orthographic structure present in the letter string. Results indicated that overall, children with NSD performed less accurately than children without NSD. However, children with NSD showed no differential benefit in performance as a result of longer time to process a letter string. In addition, all readers were able to make use of the orthographic structure in a letter string to aid performance. Implications of results for establishing memory representations of letter strings are discussed.