语言输出自动化与口译

双语之间快速准确的转换是口译的要旨。二语习得理论中的输出假说能够解释和指导口译中译入语和译出语之间的转换。语言输出自动化能够有效保证口译交际的质量。口译中语言输出自动化的提高贯穿于口译教学和口译实践。     

An expert’s mind in action: Assessing attentional focus,workload and performance in a dynamic,naturalistic environment

ABSTRACT

The aims of this study were to (1) to explore attentional strategies in expert judo players and (2) investigate how attentional focus affects performance effectiveness and perceptions of workload in expert judo players during real competitions. Fourteen expert male judo players participated in the study. A simulated recall method was used following participants’ competition to explore contents of attention qualitatively. The data analysis process for the qualitative portion of the study was an iterative process between inductive and deductive analyses. Quantitative analyses of performance outcomes and workload were then associated with the qualitative findings. Qualitative results revealed that the focus of attention was dynamic and complex, with technical aspects of the movements as the highest identified focus. Quantitative analyses revealed that reporting a lower quantity of attentional cues and higher percentage of focus on opponent resulted in higher performance effectiveness and less perceptions of workload. This study indicates that cognitive control and automaticity may work in a synergistic manner for successful skill execution in expert performance.     

论文学批评原则的三维构成及其现实意义

批评原则是批评行为与活动所必须遵循的基本准则,也是保障和规范批评健康、有序发展并对文学发挥引领作用的核心价值取向。批评原则的科学性取向、职业道德性取向与专业性取向的三维构成价值体系,对提升批评主体性、批评精神、批评自律性以及克服批评弊端具有重要的作用和意义。     

Dual-task assessment of a sporting skill: influence of task complexity and relationship with competitive performances

Abstract

We investigated the effect of increases in task complexity on the dual-task draw-and-pass performance of professional rugby league players. Moreover, we determined the relationship between dual-task draw-and-pass proficiency measured in isolation and draw-and-pass performances as they occurred in actual competitive matches. In Study 1, 12 rugby league players performed 2-on-1 and 3-on-2 attacking drills under single (primary skill) and dual-task (primary skill performed in conjunction with secondary-task) conditions. Reductions in draw-and-pass performance occurred when task complexity was increased from the 2-on-1 to the 3-on-2 situation. In Study 2, 58 rugby league players undertook the dual-task draw-and-pass assessment. Players then competed in National Rugby League matches with video footage coded for the number of tries scored and the activities that led to the try. A total of 303 tries were scored with 150 (49.5%) tries scored from a draw-and-pass situation. Significant associations were detected between 2-on-1 dual-task draw-and-pass performance in the isolated test condition and draw-and-pass performances in competition. These studies provide evidence of (i) the greater attentional demands of the skill of drawing-and-passing in elite team sport athletes when more players are involved and (ii) the practical utility of off-field dual-task testing in supplying information predictive of skills performance in competition.     

Dual-task effect on postural control in high-level competitive dancers

Abstract

We investigated balance in 33 competitive dancers (17 females, 16 males) and 22 controls (17 females, 5 males) (age 16–27 years) on a force plate in two conditions: single task (quiet stance) and dual task (with a concurrent mental task). Balance was evaluated using centre-of-pressure shift (sway) variability, mean speed, frequency, and sample entropy. The effect of the dual task in the medio-lateral plane was comparable in both groups, decreasing sway variability (P < 0.05) and increasing mean speed (P < 0.001), frequency, and sample entropy (P < 0.001), showing that the participants effectively increased the level of automaticity. In the antero-posterior plane, the dual task also increased sway frequency and sample entropy (P < 0.01) in dancers without affecting their standing performance. In contrast, postural control in non-dancers was vulnerable to reduced cognitive investment, which adversely interfered with baseline performance. There were very high correlations between sway sample entropy and frequency in each group, plane, and task (r = 0.92–0.98, P < 0.001), indicating that both parameters may measure the same characteristic of postural control and that higher sway frequency may play an important role in protecting stability in dual tasking. The postural control of dancers and non-dancers appears to be similar, although dancing seems to facilitate the increased level of automatic control in the antero-posterior plane.     

教师的朗读对EFL学生阅读习惯及阅读自动化的影响

该文采用实证方法研究了教师的意群朗读对EFL学生的影响，说明教师的朗读示范有助于培养学生意群阅读的习惯，促进其阅读自动化。     

Overcoming barriers to using precision teaching with a web-based programme

Precision Teaching (PT) is an evidence-based intervention, which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading. This research, undertaken with 10 schools, explored whether a web-based PT programme would provide favourable implementation rates, and support the fidelity of the programme delivery. The study also measured the impact of the PT programme on word decoding and sight word reading using the Test of Word Reading Efficiency. Results suggest favourable implementation rates with 7 of the 10 schools implementing the programme. Full impact data for 34 children suggest that the programme has a positive impact on decoding (effect size 0.7) and sight word reading skills (effect size 0.6). A timed assessment provides evidence that fluency improved as well as accuracy. Gains were sustained at two-month follow-up.     

Does Poor Handwriting Conceal Literacy Potential in Primary School Children?

Handwriting is a complex skill that, despite increasing use of computers, still plays a vital role in education. It is assumed that children will master letter formation at a relatively early stage in their school life, with handwriting fluency developing steadily until automaticity is attained. The capacity theory of writing suggests that as automaticity develops, the proportion of working memory dedicated to the mechanics of handwriting is reduced, releasing capacity for the planning, composing and editing of content. This study examined the handwriting ability of 284 mainstream primary school children and explored possible associated factors. Correlations were found between poor handwriting, lower cognitive and literacy scores, and a longer duration for handwriting tasks. Giving children the opportunity to practise their handwriting sufficiently to increase the level of automaticity may release working memory to be applied to the cognitive demands of the task and may potentially raise their level of attainment.     

Stress appraisals,coping, and coping effectiveness among international cross-country runners during training and competition

Abstract

The aims of this study were to explore: (a) stressors (including intensity of the feelings that the appraisal of each stressor generated and control of the stressor) and coping strategies on training and competition days; (b) the relationship between stressor intensity and stressor control; (c) the relationship between stressor intensity and stressor control with coping effectiveness; and (d) the relationship between coping effectiveness and coping automaticity. Participants were 10 elite Caucasian cross-country athletes who maintained a stressor and coping diary for 6 weeks. Results revealed that the runners experienced diverse stressors and used different coping strategies on training and competition days. Stressors were significantly more intense on competition days. Additionally, there was a significant negative correlation between stressor intensity and stressor control, and a negative correlation between stressor intensity and coping effectiveness. These results support the notion that stressors and coping are situation-specific variables. Applied practitioners could thus devise situation-specific coping interventions to maximize coping effectiveness.     

影响英语学习者听力理解水平提升的因素研究

英语听力理解水平的高低,在很大程度上取决于学习者听力理解过程自动化程度的高低。探讨听力理解自动化的理论基础、影响因素以及实现自动化的有效途径,认识听力理解规律和自动化的形成过程,为指导学习者听力理解水平提升的教学实践提供有价值的依据。