儿童“日常数学”的研究进展

儿童日常数学经验是儿童正式数学能力获得的基础.近年来,随着人们对幼儿教育生活化理解的日益加深,儿童日常数学经验的获得问题开始引起国内学者的广泛关注,相关研究日渐增多,主要集中在三个领域:什么是日常数学、儿童日常数学能力的发展水平和特点、影响儿童日常数学能力获得的因素.本文拟从上述三方面对国内目前的研究进行小结和梳理.     

析托尼·莫里森小说中隐喻的运用

美国黑人女作家托尼.莫里森的小说创作具有鲜明的个人特征。在作品人物和环境的命名、结构的组织、内容的取舍等方面,莫里森善于运用隐喻来解构白人价值观,重构黑人的历史和文化价值,展示了黑人在过去和现在所遭受的奴役、歧视,形成了自己独具特色的叙述风格,使美国黑人女性文学形成声势并走向成熟。     

荀子正名新论

荀子发展了孔子的名学理论,在孔子守名理论的基础上提出制名,意在将儒家固有的礼制传统与日益发展的社会现实相结合,并充分融入墨子、公孙龙子等其它派别的名学思想,形成了儒家名学思想多元化、开放式的格局.     

Immigrant Families and Children (Re)Develop Identities in a New Context

Resolving conflicting linguistic traditions and struggling with new identities are significant challenges for immigrants to the United States. This case study introduces an immigrant mother from Mexico who renamed her youngest son on his first day of first grade to avoid the widespread stereotypes and academic stagnation experienced by her two older sons. Such (re)naming practices constitute and represent the very precarious social and institutional relationships taking place in schools involving immigrant children. In this case study, there was indication of negative aspects of assimilation processes taking place as the family adapted to a new culture and language. For example, the misconception is still widespread that efforts to learn two languages rather than just one diminish a child’s ability to learn other things, which should be learned. However, research in language acquisition and development, points to bilingualism and multilingualism as resources rather than deficits (Souto-Manning, 2006).     

维特根斯坦后期哲学的命名观

名字的意义在于它可以为一个东西取名，同时可以让别人在某一次活动中用名字来称呼该物。取名并在人类活动中使用它，这个过程产生的不是人们对该物的认识结果，而是产生该物的命名存在状态。某物就被这样一种名字贯穿始终，并分出层次。     

Hemispheric object naming and interhemispheric transfer functions in reading disordered subjects

This study measured unilateral, tachistoscopic naming reaction times of normal and reading disordered children to objects representing two levels of picture vocabulary age. Results of an ANCOVA procedure on the latency data showed main effects for group and stimuli, but not visual field. The latency results suggested parallel, central picture naming operations for each group, with the reading disordered children evidencing significantly longer naming reaction times to each level of stimuli. Arc Sine transformed error data were submitted to an analysis of co-variance procedure and showed a significant stimuli x group interaction. Post hoc tests showed accelerated error rates following right hemispheric stimulation, suggesting anomalous interhemispheric transfer of visual images in the present group of reading disordered children. In addition, left hemispheric stimulations produced significantly more naming errors for the reading disordered subjects as compared to the normal children. Such findings may suggest that a group of higher-ordered processing operations may accompany reading disorders.     

A developmental investigation of word length effects in reading using a new on-line word identification paradigm

Third and fifth grade children (average age 8.6and 10.6 years) and adult participants weretested with printed words of varying length ina new on-line identification task (theluminance increment paradigm, LIP) and aspeeded naming task. Effects of general length(length in letters, phonemes and syllables)were shown to decrease systematically with agein both tasks. Third grade children showedsubstantial effects of word length while theeffect practically disappeared in adults. Ingeneral, this developmental pattern was alsofound when separately examining effects ofphonological length (with length in lettersheld constant) and small unit length (withnumber of syllables held constant), althoughsome differences were observed in performancein the identification and the naming task. Thetwo tasks also showed different developmentalpatterns, with the greatest gain in performancearising between 3rd and 5th grade inthe naming task, and the largest improvementoccurring between 5th grade and adults inthe identification task. The results suggestthat the new luminance increment paradigm canbe usefully applied as an on-line measure ofprinted word perception in beginning readers.     

论法律的命名及其意义

对于法律是否有本质的讨论曾是法学界的一大热点,但问题并没有解决。本文通过探讨事物的命名及其意义,揭示出法律这一名称作为一个概念化的类名,其命名过程真实记录了人类对法律本质的认识历程,“法律”词项下蕴涵了我们对法律的本质存在的认识,在此基础上,这一语词才会成为人类思维的凭据。在实证法学的语境下,“法律”这一语词的准确界定,使法理学真正成为纯粹的具有分析品格的“实证科学”。     

制图教材中两个问题的辨析

本文对制图教材中截交线、相贯线的定义及剖视图名称的命名存在的问题进行了辨析,提出了新的论点,希望能促进图学界对这些问题建立一个确切的定义。     

The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model

Even though researchers have established that rapid serial naming (RSN), or the ability to name within a restricted category of visual stimuli quickly, is a significant predictor of word reading, the predictive nature of RSN is not well understood. To investigate the relationship of RSN and other variables thought to contribute to beginning word reading (phonological awareness, orthographic knowledge, memory span, processing speed, and articulation), a preliminary/exploratory model of word reading was developed and then tested by path analysis. Results indicated that no variable in the model could fully `explain' RSN; processing speed, but not articulation, contributed to RSN performance. RSN and orthographic knowledge were significantly related, but this relationship was due to the effects of processing speed. In terms of their unique contributions to the variance in word reading, RSN, phonological awareness, and orthographic knowledge were independent of each other. While these results pertain only to normal readers and are preliminary in nature, they may provide a basis for a clear interpretation of similar studies conducted with both normal and dyslexic readers.