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20 December 2003, Volume 1 Issue 4 Previous Issue    Next Issue

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THE RELATIVE TIME COURSE OF PHONOLOGICAL AND SEMANTIC ACTIVATION IN READING CHINESE: FURTHER EVIDENCE Zhou Xiaolin,Qu Yanxuan,Zhuang Jie 2003, 1(4):  241-247.  Abstract ( )   PDF (643KB) ( )   References | Related Articles | Metrics The relative time course of phonological and semantic activation in reading Chinese characters was investigated, following up the study of Zhou and Marslen-Wilson (2000). A primed lexical decision task and a primed naming task were used in which a target character was preceded by a semantically related character, a homophonic character, or their matched unrelated characters. The stimuli were differentiated into two groups according to whether the homophone primes were phonologically "regular" characters that contains phonetic radicals pronounced in the same way as the whole characters, or "irregular" characters that contains phonetic radicals pronounced in different ways. In lexical decision, semantic priming effects were found at both the short (57ms) and long (200ms) SOAs, while the homophone priming effects were found only at the long SOA. The phonological regularity of the homophone primes had no influence on the pattern of priming effects. In naming, semantic and phonological priming effects were found at both SOAs, with no different for the two effects at the long SOA. At the short SOA, however, regular homophone primes produced a larger effect than the semantic effect while irregular homophone primes produced an equal effect as the semantic primes. It was argued that in skilled reading of Chinese, phonological information is not activated earlier than semantic information and phonological activation is not the precondition for semantic activation; but the relative time course of the activation of different types of information can be varied by task demand and by the characteristics and composition of stimuli.

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FURTHER CONSIDERATION ON THE DUAL-CRITERIA FOR CORRECT REASONING Hu Zhujing,Zhu Liping 2003, 1(4):  248-251.  Abstract ( )   PDF (391KB) ( )   References | Related Articles | Metrics The purpose of this paper is to investigate whether there are two criteria in reasoner′s mind when they are trying to solve syllogistic problems. The results supports the viewpoint of Dual Structure Model of Item and Knowledge, namely, too criteria of form and content exist when the reasoners make a conclusion to the deduction.

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PEER NETWORK STRUCTURE AND CIGARETTE SMOKING OF MIDDLE SCHOOL STUDENTS Fang Xiaoyi,Zheng Yu,Lin Danhua,Zhang Jintao 2003, 1(4):  252-256.  Abstract ( )   PDF (458KB) ( )   References | Related Articles | Metrics Social network theory and analysis technique are applied to explore the relationship between peer network structure and cigarette smoking of middle school students. 1091 7th to 12th graders were selected from one ordinary middle school and one key middle school in Beijing city, asked to nominate up to 10 friends, and reported their own and their friends smoking behaviors on a 3-point scale. NEGOPY software was used to analyze peer network structure of middle school students, and each student was identified as clique member, liaison or isolate. The result shows that clique members were more significant than liaisons and isolates, but decreased with grade. There were significant differences on cigarette smoking among the clique member, liaison and isolate. The cigarette use of clique member was lowest, and the cigarette use of isolate was highest. Logistic regression analysis found the effects of peer network structure on cigarette smoking of middle school students was still significant, even if the effects of gender, grade, and school type were excluded.

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QUESTIONNAIRE OF STUDENTS′ COGNITION TO TEACHERS′ AUTHORITY Zhang Risheng,Li Linlin 2003, 1(4):  257-261.  Abstract ( )   PDF (509KB) ( )   References | Related Articles | Metrics This study focuses on analyzing the influencing factors of teachers′ authority. The questionnaire has been tested in terms of reliability and validity. Specifically, 535 students were assessed by the self-edited questionnaire. The result showed that 6 factors influence teachers′ authority mainly, including teacher′s morals and knowledge, rules, morality, emotion, personal life, handling methods.

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THE CURRENT SITUATION AND RELATED FACTORS OF CHINESE TEACHERS′ BURNOUT Wu Xinchun,Zeng Lingjuan,Qin Xiangang,Zheng Qiu 2003, 1(4):  262-267.  Abstract ( )   PDF (564KB) ( )   References | Related Articles | Metrics This study based on the investigation of 647 Chinese teachers. Maslach Burnout Inventory Educator′s Survey was used what the results suggested are as follows: （1）Though Chinese teachers experience moderate level of all the three dimensions of burnout, their personal accomplishment scores are lower than the Chinese nurses and American teachers.（2）Female teachers feel significant lower personal accomplishment than male teachers, but the gender factor is not related to the emotional exhaustion and depersonalization.（3）The emotional exhaustion of teachers who graduated from secondary normal schools are much higher than those graduated from junior colleges and universities.（4）Primary school teachers show much higher personal accomplishment and lower depersonalization than middle school teachers, and senior high school teachers feel much more emotional exhaustion than primary school and junior high school teachers.（5）Primary school teachers with 5~10 years of teaching experience and middle school teachers with 11~20 years are the group with the highest portion of emotional exhaustion.（6）Male teachers with less than 5 years of teaching experience and female teachers with 11~20 years from junior high schools are the group with the highest portion of burnout.

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THE ROLE OF AGE OF ACQUISITION ON PICTURE NAMING IN CHINESE Hao Meiling,Liu Youyi,Shu Hua,Cheng Chenxi 2003, 1(4):  268-273.  Abstract ( )   PDF (615KB) ( )   References | Related Articles | Metrics The studies across several languages had found that age of acquisition (AoA) was one of the important determinants of picture and word naming speed. We examined the role of AoA on picture naming latencies in Chinese. This study included two parts. In the first part, independent measure of AoA was obtained from 20 adults for 187 black-and-white line drawings from the Snodgrass and Vanderwart (1980) picture set. In the second part, the 187 line drawings were presented to another group of adults in a picture naming task. A multiple regression analysis was performed with name latencies as the dependent variable and revealed that AoA was the major determinant of picture naming latencies, besides name agreement and familiarity. Frequency effect did not show up in this experiment. Finally, the results were discussed briefly.

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TRANSITION FROM LEARNING FROM WORKED-OUT EXAMPLE TO PROBLEM SOLVING: A NEW VIEW ABOUT EXAMPLE DESIGN Xing Qiang,Mo Lei 2003, 1(4):  274-277.  Abstract ( )   PDF (386KB) ( )   References | Related Articles | Metrics The research has been done on how to smoothly bridge learning from worked-out to problem solving. The result suggests that fading procedure is the effective way to combine example study and problem solving in learning from worked-out example, namely, fading procedure fosters learning weather the transfer is near or far. It is good for the transition from worked-out to problem solving, and consist of the four stages model of cognitive acquisition and the view of learning of constructivism; Fading worked-out example fostered the self-explanation for learning and stimulated the participants to infer which would be the next step of the example.

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A CORRELATION STUDY OF MIDDLE-SCHOOL STUDENTS′ STUDY ACHIEVEMENT ATTRIBUTION AND LEARNING MOTIVITY Lv Yong,Yin Guo′en,Lian Yongwen 2003, 1(4):  278-282.  Abstract ( )   PDF (445KB) ( )   References | Related Articles | Metrics Using self-developed questionnaire, we investigated 913 middle school students′ achievement attribution and learning motivity. What the results showed are as follows: 1. As a whole, middle school students more often attribute their learning performance to internal and controllable reasons. 2. The attribution trends are different among the different grade and between the gender. 3.The attribution trends are connected closely with learning motivity. Factor analysis showed that self-defeating factor has a great negative effect on learning motivity. The way of attribution training was also discussed finally.

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THE KNOWLEDGE EFFECTS IN CATEGORY CONSTRUCTION OF JUNIOR HIGH SCHOOL STUDENTS Zhang Kuo,Yin Guo′en,Wang Jingxin 2003, 1(4):  283-287.  Abstract ( )   PDF (471KB) ( )   References | Related Articles | Metrics Using category-construction paradigm, this experiment was designed to examine the knowledge effects of the junior high school students′ unsupervised category learning with artificial categories in family resemblance. The results suggest that the subjects would rather construct category by themes than by appearance similarity if parts of the category features can be related to one theme on the basis of prior knowledge, and the more the knowledge-related features exist in category, the more the children categorize by themes. In addition, the results show that domain specificity of artificial categories has no effect on children′s category construction.

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REPRESENTING FORMAT OF IMPLICIT SEQUENCE LEARNING Wu Guolai,Shen Deli,Bai Xuejun 2003, 1(4):  288-292.  Abstract ( )   PDF (463KB) ( )   References | Related Articles | Metrics This research examined the representing format of implicit sequence learning following the matrix-scaning task by Lewicki and his colleagues. The results show that RT of rule trials(CDE) is lower than that of random trials(AB) which means that subjects have learned the complex rules of sequence in implicit conditions, instead of sensitivity to frequency information and memory for instances of sequence. In addition, sequence structure is one of the factors influenced implicit sequence learning.

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A REVIEW OF FEEDBACK MECHANISM STUDIES Wang Yongli,Shi Kan 2003, 1(4):  293-297.  Abstract ( )   PDF (540KB) ( )   References | Related Articles | Metrics The purpose of this paper is to review the general studies on feedback mechanism in recent years, introduce the factors which affect feedback performance and specify the development of theories on feedback efficiency especially in view of three factors-feedback source, information and feedback recipients. The advices are given on how to develop the studies of feedback mechanism and how a manager sends out the efficient feedback.

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ANALYSIS ON COPING STRATEGIES AND INTERVENTION OF THE VICTIMIZED PRIMARY AND MIDDLE SCHOOL STUDENTS Xu Yun,Zhou Zongkui 2003, 1(4):  298-301.  Abstract ( )   PDF (445KB) ( )   References | Related Articles | Metrics In the primary and middle schools, bully is a common unfavorable behavior, of which the choice of the coping strategies becomes the one of the main reasons whether students will be victimized or not. Efforts are made to briefly review the studies of the connotation, choices, effects and intervention abroad of the coping strategies, and provide some suggestion for domestic studies.

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SOME MAIN ISSUES OF EYE MOVEMENTS DURING READING IN THE CURRENT STUDIES Bai Xuejun,Zhang Xingli 2003, 1(4):  302-306.  Abstract ( )   PDF (482KB) ( )   References | Related Articles | Metrics In the current researches on eye movements during reading, there are several main issues to be resolved: (1) the eye movement is affected by lower-level linguistic factors versus higher-level linguistic factors; (2) whether the information processing is suppressed or not during saccades in reading; (3) whether lexical processing is serial or parallel during reading.

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A REVIEW OF THE EYE MOVEMENT STUDIES IN SIGHT-READING OF MUSIC Yan Guoli,Tian Hongjie 2003, 1(4):  307-310.  Abstract ( )   PDF (387KB) ( )   References | Related Articles | Metrics This paper systematically reviews the eye movement studies of sight-reading of music in the history. Three periods can be classified: the initial period, mid-term period and advanced period. In China, the eye movement studies of sight-reading of music is a new research field, so it is of great importance to strengthen the studies in this field.

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A REVIEW OF CURRENT RESEARCH ON SELF-MONITORING Song Yaowu,Qi Bing 2003, 1(4):  311-314.  Abstract ( )   PDF (491KB) ( )   References | Related Articles | Metrics The theory of self-monitoring developed from the research on metacognition. More and more researchers pay attention to the research on self-monitoring in recent years. This paper reviews the research on self-monitoring from the perspective of the theory and practice and makes some suggestion on the future studies.

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UNDERSTANDING AND RELIEVING THE STUDENTS′ EMOTIONAL DISTRESS IN THE VIEW OF COGNITIVE THEORY Miao Rongnan,Zhuang Li 2003, 1(4):  315-318.  Abstract ( )   PDF (570KB) ( )   References | Related Articles | Metrics College Students is a special group. Many students are deeply afflicted by unhealthy emotions. Therefore, a lot of psychological problems appear. One important reason for the appearance of these unhealthy emotions is the conflict and dislocation of cognitions. Cognitive theories such as the RET theory have original effects on the relieving of students′ emotional afflictions. The effects are as follows: (1) to help the students find and change their unrational belief;(2) to help the students to set a rule of "changing the train of thought" in their lives;(3) to help the students to use Rational-Emotive Imagery;(4) to help the students to learn self-evaluation objectively.