Effects of memory load on word recognition: Are there dual-routers in Norway?

The release-from-competition (RFC) effect, inwhich a difficult concurrent memory task speedspronunciation of low-frequency irregular wordsbut slows pronunciation of other word types,has been interpreted as strong support for thedual-route approach to word recognition. However, attempts to replicate this effect havenot produced consistent results. Besides,attempts at replication have mostly beenlimited to skilled readers of English. Thepresent research attempted to replicate the RFCeffect with mature normal readers of Norwegianand thus tested the generalizability ofdual-route models to a considerably moreshallow orthography than English. There was noevidence that the RFC effect reliably occurredamong Norwegian readers in this study, not evenamong certain selected readers who were seen ascandidates for possessing a dual-routearchitecture and suffering within thatarchitecture the kind of competition in naminglow-frequency irregular words that RFC issupposed to eliminate. Thus, it was notpossible to extend the applicability of adual-route approach to word recognition to therelatively shallow Norwegian orthography, andthe question of the architectural organizationof Norwegian readers was essentially leftunanswered by our data.     

利用VBA实现Word自动排版

介绍了一种利用VBA对Word编程来排版的方法,可以实现高速、自动的排版。     

Context-sensitive rules and word naming in Italian children

The present study examines the role of orthographic complexity on Italian children’s word reading. Two experiments are reported in which elementary school children (3rd and 5th graders) read aloud words containing simple or contextual letter-sound conversion rules. In Experiment 1, both groups of participants read words containing contextual rules more slowly and less accurately than words containing simple, non-contextual rules. Experiment 2 showed that the effect of rule complexity held for low but not high frequency words, on both reading speed and accuracy. No interactions with grade were found. This pattern is in line with previous findings on the effects of rule contextuality on adult performance [Burani, C. Barca, L. & Ellis, A. W. (2006). Psychonomic Bulletin & Review, 13, 346–352]. Despite the regularity of the Italian orthography, the presence of complex rules influences both reading speed and accuracy of young readers. Moreover, the reading system of readers of a shallow orthography seems efficient from the first years of reading instruction.     

高校通用试题库管理系统

本文介绍了一个通用的试题库管理系统的开发,系统功能及实现方法.该系统采用面向对象编程,结合VBA和OLE技术使该试题库管理系统具有任意添加、删除、修改、排序、自动抽题、随机抽题、自动生成试卷、预览、排版、打印等功能,适合于创建各类试题库,具有广泛的应用前景和实用价值.     

利用宏实现对Word功能的扩展

刺用Word2000中的宏可以实现自动化，从而扩展Word的功能，同样的原理、方法也可以用在Excel和Access等office程序上，丰富office的功能。     

从汉维语语序差异分析民族学生汉语学习中的语序偏误原因

少数民族学生学习汉语时常常出现语序方面的偏误,影响了他们的语言面貌。汉维语是属于不同语系的语言,正是这种在语序方面存在的较大差异,造成了民族学生学习汉语时出现语序偏误。     

一种基于中文分词算法的信息过滤技术

针对人工智能在信息过滤领域的实际应用,提出了一种基于分词算法的过滤技术。该技术突破以往企业信息过滤技术的传统模式,将分词算法引入,大大提高了信息过滤的效率,能自动、高效地实现企业海量级信息过滤。     

A cross-linguistic comparison of phonological awareness and word recognition

Phonological awareness is one of the critical skills in the acquisition of reading in an alphabetic orthography. The development of phonological awareness was compared across Turkish and English-speaking kindergarten and first-grade children (n = 138). The Turkish-speakers were more proficient in both handling of the syllables and deleting final phonemes of words. These patterns were related to the characteristics of the respective spoken languages (such as the saliency of the syllable, familiarity of the nonword patterns, importance of onset or final phoneme deletion, importance of vowel harmony) and the development of phonological awareness was discussed as a function of the characteristics of spoken language, orthography and literacy instruction.     

Developing phonological awareness and word recognition skills: A two-year intervention with low-income,inner-city children

Low-income, inner-city children were involved in a two-year intervention delivered in the regular classroom by regular classroom teachers to develop phonological awareness and word recognition skills. For the treatment children, an 11-week phoneme awareness program in kindergarten was followed by a first grade reading program (extended to grade 2 for some children) that emphasized explicit, systematic instruction in the alphabetic code. Control children participated in the school district's regular basal reading program. Both groups participated in a phonetically-based spelling program mandated by the district. At the end of grade 1, treatment children (n = 66) significantly outperformed control children (n = 62) on measures of phonological awareness, letter name and letter sound knowledge, and three measures of word recognition, and reached marginal significance (0.056) on a fourth. They also significantly outperformed the control children on two measures of spelling. One year later, at the end of grade 2, the treatment children (n = 58) significantly outperformed the control children (n = 48) on all four measures of word recognition. For the groups as a whole, there were no differences on the one measure of spelling readministered at the end of grade 2. However, there were significant differences in spelling between the treatment (n = 16) and control children (n = 13) who remained in the bottom quartile of spellers at the end of grade 2 when partial credit was given for phonetically correct spelling, and significant differences in reading favoring these treatment children on all four measures of word recognition.     

The effects of first language orthographic features on word recognition processing in English as a second language

This study investigated the possible effects of first language (L1) orthographic characteristics on word recognition in English as a second language (ESL). Case alternation was used to examine the impact of visually distorted words of different types on fluent ESL readers' word recognition in naming. Visual distortion of word shape (i.e., cAsE aLtErNaTiOn) was utilized because, although visually distorted words have lost word-shape cues, they preserve the cue value of words (i.e., spelling patterns). It, therefore, was hypothesized that if one is sensitive to alphabetic orthography, or if one's inner mechanism of processing an alphabetic word is efficient, then the visual disruption of word-shape cues should not affect one's sensitivity to sequences of letters in words. In other words, this study focused on the magnitude of the effect of case alternation in word recognition as an index of the sensitivity to alphabetic words. Results showed that the magnitude of the case alternation effect in a naming task was significantly larger for the ESL participants whose L1 is not alphabetic (i.e., Chinese and Japanese) than the ESL participants whose L1 is alphabetic (i.e., Iranians -- Persian as L1). This result seems to indicate that the Persian speakers, due to the facilitating influence of their L1 orthography, were less influenced by case alternation than the Chinese and Japanese speakers, whose L1 orthographies are not alphabetic. This finding suggests that the first language orthographic features affect the orthographic coding mechanisms (i.e., word recognition mechanisms) in a second language.