授权影印版西文图书的著录应区别于译著

一些编目机构采用中文译著的方法著录授权影印版西文图书，这种做法仅注重了文献的外部特征．忽略了文献内容特征，造成许多弊端。文章提出了区分两种文献的著录方法。     

Search time and test anxiety in a visual location task

This study was conducted to investigate whether increasing search time in a visual location task would result in significantly different relationships between worry/emotionality test anxiety component scores and performance. Fifty graduate students were given 3.5 or 8 s to locate seven embedded geometrical figures projected on a screen. Correlation coefficients (anxiety component scores X performance scores) for the two treatment groups were significantly different for the emotionality component, r = ? .73 (3.5 s), r = ? .06 (8 s), z(r) = 2.8, p < .01; but not for the worry component, r = ? .61 (3.5 s), r = ? .26 (8 s). Recommendations include further study utilizing actual classroom situations and commercial instructional materials. Tentative recommendations for the production and utilization of instructional materials are provided.     

Language development in Down's Syndrome retardates: A factorial study

One hundred and one Down's Syndrome retardates were given a battery of language and cognitive tests. The resulting intercorrelations were factor analyzed using Principal Components, Varimax Rotation, and Promax procedures. Chronological age was included as one of the variables in the analysis. The resultant factors are described and discussed.     

Individual differences in young children's recall and clustering of pictures

Children's incidental recall of pictures was examined in two related experiments. Extrapolating from adult research, it was predicted that categorizing pictures with respect to their semantic properties would yield greater recall than categorizing them according to their physical properties. In Experiment 1, second-grade children were exposed to 16 line drawings cross-classified to represent four taxonomic categories and four shape categories, with four instances per category. Control subjects simply looked at pictures. Semantic subjects identified each picture's semantic category, and Physical subjects identified each physical category. In Experiment 2, first graders freely sorted the pictures and were classified as Semantic or Physical sorters based on their predominant bases for sorting. Following exposure (Experiment 1) or sorting (Experiment 2), all subjects were asked to recall the picture names. Results of both experiments show that semantic classification yields greater recall than physical classification. Experiment 2 also shows that semantic sorting yields greater semantic clustering in recall and that sorting by physical category yields greater physical clustering. It was suggested that children's preferences for a mode of processing (Experiment 2) may constitute an individual difference dimension with fairly clear-cut instructional implications.     

The contributions of social learning to language acquisition

Psycholinguists have often lost sight of the functions of language in their search for structural regularities. This paper focuses on three social learning variables whose roles in language development have often been discounted. Feedback or reinforcement has been said to be unrelated to grammatical development since parents tend to reinforce the truth instead of the grammar of their children's utterances. But evidence is presented showing that feedback for the child's comprehension responses can affect production of grammatical forms. Modeling or imitation has been said to be unimportant in grammatical development because most children's utterances are novel and because the frequency of imitation appears unrelated to the rate of language growth. But evidence is presented showing how many utterances can be both imitative and novel and showing that the role of these selective imitations has not been assessed properly in many studies. Contextual constraints on language have been considered unimportant in many psycholinguistic theories. But evidence is presented showing that communicative competence is related critically to the ability to adjust utterances to contextual constraints and that the language of the young child is deficient in this regard. The educational advantages of a functional analysis of language are discussed.     

Effects of word frequency and number of meanings for fast and slow readers

Using a lexical decision task, the effects of frequency and number of meanings are investigated for fast and slow readers. It is shown that different patterns of results emerge for fast and slow readers. For fast readers there are general effects of both frequency and number of meanings; for slow readers the effects are considerably attenuated.     

A transition model for placement of handicapped children in regular and special classes

Mainstreaming and deinstitutionalization are current phenomena which call for a variety of handicapped children to be transitioned to a range of educational settings not previously available to them. A model is presented in which critical transition parameters are conceived as functionally related continua, indicating degrees of readiness for both special and regular classroom settings. The model is based upon actual experience in placement of disturbed, learning disabled, and retarded children into school settings after discharge from a psychiatric hospital.     

Paired associate task performance effects of ability and perceived prize probability

A study was conducted to determine the performance effects of ability grouping and perceived probability of attaining a prize in a Paired-associate (PA) task. Sixty undergraduate students were pretested for PA ability and divided into high, medium, and low ability groups for random assignment to control (no prize probability), low prize probability, and high prize probability treatment groups. The dependent measure was the number of correct responses over four trials for intentional learning and number of correct responses on a single test for the incidental learning condition. Results of two-way ANOVA supported the hypothesis that performance in a PA task is affected by subject's ability and perceived probability of attaining a prize.