21世纪初大学生人名研究

名字是个人代号，具有深厚的文化内涵，是社会语言学研究的对象之一。21世纪初大学生人名的构成形式、双名的语法构造、别具一格的命名方式以及人名用字等，具有鲜明的时代特征，的确是一个值得关注、探讨的社会语言现象。     

Cognitive profiling in Chinese developmental dyslexia with attention-deficit/hyperactivity disorders

The cognitive profiles of children with Developmental Reading Disorder (RD) and Attention-Deficit/Hyperactivity Disorders (ADHD) have been extensively studied in alphabetic language communities. Deficits in phonological processing and rapid naming have been implicated as core features of RD although whether the latter is a deficit specific to RD remains controversial. Similar research aiming to explore the cognitive profiles of children with both RD and ADHD in non-alphabetic language communities is limited. The specificity of rapid naming deficit to RD among Chinese has yet to be studied. In the first study, 43 Chinese children with confirmed diagnoses of RD + ADHD were assessed on their cognitive abilities in relating to reading. In the second study, the specificity deficit hypothesis of rapid naming to RD but not ADHD was examined. A digit naming test was administered to the RD + ADHD group (43 subjects) and an ADHD only group (49 subjects). In regard to cognitive profiling, rapid naming and orthographic knowledge were found to be the most common deficits among the Chinese RD + ADHD group. This co-morbid group was also found to have a significant deficit performance on the rapid naming task than the ADHD only group. The present findings support the double dissociation hypothesis in cognitive deficit between RD and ADHD. The results of both studies are discussed with reference to the findings of the Western counterparts.     

Phonemic awareness,naming, visual symbol processing,and reading

This study examined differences between adequate and poor readers in phonemic awareness, rapid continuous and confrontation naming, and visual symbol processing. It also investigated which of these skills make independent contributions to word recognition, pseudoword reading, and reading comprehension. Subjects were 170 school referrals of average intelligence, aged 6 to 10 years. The strongest differentiators of adequate and poor readers, with IQ and reading experience controlled, were phonemic awareness, naming speed for letters and pictured objects, and visual symbol processing. Letter naming speed made the largest independent contribution to word recognition, phonemic awareness to pseudoword reading, and object naming speed to reading comprehension. Confrontation picture naming accounted for minimal variance in reading skills, when IQ was controlled. It was concluded that tasks of naming speed, phonemic awareness, and visual symbol processing are valuable components of a diagnostic battery when testing children with possible reading disability.     

论文学理论的命名——文学理论的学科性反思之一

文学理论作为一种阐释行为必然以命名为主要手段。通过命名 ,阐释主体重构着他的阐释对象。由于文学现象是外在于阐释主体的精神存在 ,所以对它的命名就被要求着认知性 ;又由于阐释行为本身即暗含着对于对象的规范 ,具有主体性介入 ,所以命名在追求认知性的同时还必然地具有价值性。通过对文学理论命名的这种二重性特征的剖析 ,反思文学理论的学科性是很有意义的。     

当前日本幼儿教育改革浅议

保障所有幼儿尽可能地接受良好教育和学习的权利不仅是现代幼儿教育民主化的基本趋势。也是各国发展国民基础教育所追寻的目标之一，尤其在新世纪肇始之际，在旨在建构知识社会的世界性终生学习的浪潮之中，幼儿教育一体化改革盛行于各国。文章就日本幼儿教育的目前改革试作粗浅的探索，期盼为我国的幼儿教育改革提供思索。     

体育营销初探

阐述了体育营销的发展以及在我国的开展状况;并分别从冠名、独家赞助等形式介绍了体育营销的一般模式;最后分析了体育赞助的重要作用。指出企业在进行体育赞助的同时,要对企业产品、企业形象重新设计、定位,使之与体育文化相符,使体育文化融入到企业经营的各个环节,形成企业与消费者的共鸣。     

理学创新与地方特色社会主义现代化——初解李约瑟命题及从中得到的启示

现代化的优势和特色是在对传统的创新中体现出来的。理学是中国文化中的一朵奇葩,寻求其原创性精华,解构其制度化中的糟粕,恢复其辩证法精神,是中国特色社会主义现代化发展的必然要求。李约瑟关于中国传统辩证法与马克思主义关系的命题,给了我们很大启示。把握理学与社会主义现代化的契合点,是全球化背景下,实现传统与现代、内源与外源、变革与发展和谐,形成地方特色现代化的要求。     

The ‘automatic’ use of context in children's reading

The present investigation examined developmental changes in the automatic use of context in single word recognition. A modified Stroop procedure was used in which children were asked to name the color of the ink of target words. The target was preceded either by a semantically related or by an unrelated word. Results suggested that, in contrast to attentional context effects (Pring and Snowling 1986), the older readers showed significantly more influence from the semantic context than the younger, less-proficient readers. The results are discussed with reference to the connections between a novice reading system and a child's rapidly growing semantic memory system.     

Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors

Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson, word, 14, 47–56, [1959]). In this context, children grow up speaking a Spoken Arabic Vernacular (SAV), which is an exclusively spoken language, but later learn to read another linguistically related form, Modern Standard Arabic (MSA). Forty-two first-grade Arabic native speaking children were given five measures of basic reading processes: two cognitive (rapid automatized naming and short-term working memory), two phonological (phoneme discrimination and phoneme isolation), and one orthographic (letter recoding speed). In addition, the study produced independent measures of phonological processing for MSA phonemes (phonemes that are not within the spoken vernacular of children) and SAV phonemes (phonemes that are familiar to children from their oral vernacular). The relevance of these skills to MSA pseudoword reading fluency (words correct per minute) in vowelized Arabic was tested. The results showed that all predictor measures, except phoneme discrimination, correlated with pseudoword reading fluency. Although phonological processing (phoneme isolation and discrimination) for MSA phonemes was more challenging than that for SAV phonemes, phonological skills were not found to affect reading fluency directly. Stepwise regression analysis showed that the strongest predictor of reading fluency in vowelized Arabic was letter recoding speed. Letter recoding speed was predicted by memory, rapid naming, and phoneme isolation. The results are discussed in light of Arabic diglossia and the shallow orthography of vowelized Arabic.     

Age of acquisition and the completeness of phonological representations

The age of acquisition effect(faster recognition and production of earlierlearnt than later learnt words) is a robustfinding in both picture naming and written wordrecognition and naming. One possibleexplanation of this effect is the PhonologicalCompleteness Hypothesis of Brown and Watson[(1987) Memory & Cognition 15: 208–216], which proposes that early acquired wordsare recognised and produced faster than lateacquired words because they have lessfragmented phonological representations. Thoughoften cited, this hypothesis has never beentested experimentally. The present study setout to test this hypothesis using aphonological segmentation task. If earlyacquired words are stored in a more completeform, then adult participants should be slowerto segment early words than late acquiredwords. In addition, if the AoA effect is aconsequence of the quality of an individual'sphonological representations then there shouldbe a clear relationship between phonologicalskill (as measured by the phonologicalsegmentation task) and the magnitude of the AoAeffect size. In order to assess therelationships between phonological skill andthe AoA effect in adults, participants werealso given a word and nonword naming task. Theword naming task manipulated AoA andspelling-sound consistency. The results of thesegmentation task failed to provide any supportfor Brown and Watson's (1987) phonologicalcompleteness hypothesis. Phonological skill wasfound to predict the size of the AoA effect inthe word naming task, but not the size of theAoA effect in the segmentation task.