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1.
Many studies in bilingual visual word recognition have demonstrated that lexical access is not language selective. However, research on bilingual word recognition in the auditory modality has been scarce, and it has yielded mixed results with regard to the degree of this language nonselectivity. In the present study, we investigated whether listening to a second language (L2) is influenced by knowledge of the native language (L1) and, more important, whether listening to the L1 is also influenced by knowledge of an L2. Additionally, we investigated whether the listener's selectivity of lexical access is influenced by the speaker's L1 (and thus his or her accent). With this aim, Dutch–English bilinguals completed an English (Experiment 1) and a Dutch (Experiment 3) auditory lexical decision task. As a control, the English auditory lexical decision task was also completed by English monolinguals (Experiment 2). Targets were pronounced by a native Dutch speaker with English as the L2 (Experiments 1A, 2A, and 3A) or by a native English speaker with Dutch as the L2 (Experiments 1B, 2B, and 3B). In all experiments, Dutch–English bilinguals recognized interlingual homophones (e.g., lief [sweet]–leaf /li:f/) significantly slower than matched control words, whereas the English monolinguals showed no effect. These results indicate that (a) lexical access in bilingual auditory word recognition is not language selective in L2, nor in L1, and (b) language-specific subphonological cues do not annul cross-lingual interactions. (PsycINFO Database Record (c) 2011 APA, all rights reserved)  相似文献   

2.
To isolate the effect of language development on the development of thinking, children between 7 and 12 who had been deaf since an early age were presented with 3 tasks assessing conceptual functioning. Their performance was compared to that of a relatively comparable group of "hearers." The results indicated that the lack of a capacity to verbalize did not, in itself, interfere with a general capacity for abstract conceptualization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

3.
The authors investigated the mechanical basis of length perception through dynamic touch using specially designed rods in which the various moments of mass distribution (mass, static moment, and rotational inertia) were varied independently. In a series of 4 experiments, exploration style and rod orientation were manipulated such that the relative salience of moments of mass distribution varied markedly. Results showed that perceived length was based on the most salient moments. The authors concluded that the notion of salience is crucial for understanding the implication of moments of mass distribution in length perception and that it should play a pivotal role in developing an encompassing theory of dynamic touch. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

4.
The study examined relations between maternal scaffolding of children's problem solving and children's adjustment in kindergarten in Hmong families living in the United States. Mothers and their children (63 dyads) were visited the summer before kindergarten. Mothers' years in the United States, age, education, reasoning skills, and parenting beliefs were assessed. Maternal scaffolding (cognitive support, directiveness of instruction, praise, and criticism) was coded while mothers helped their children with school-like tasks. Children's reasoning skills, conscientiousness, autonomous behavior, and task persistence in kindergarten were reported by teachers at the end of kindergarten (54 children). Maternal cognitive support of children's problem solving predicted children's reasoning skills in kindergarten even after controlling for maternal education and reasoning skills. Maternal directive instruction positively predicted children's conscientious behavior and negatively predicted children's autonomous behaviors after controlling for maternal education and parenting beliefs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

5.
The present study updates the P. R. Amato and B. Keith (1991) meta-analysis of children and divorce with a new analysis of 67 studies published in the 1990s. Compared with children with continuously married parents, children with divorced parents continued to score significantly lower on measures of academic achievement, conduct, psychological adjustment, self-concept, and social relations. After controlling for study characteristics. curvilinear trends with respect to decade of publication were present for academic achievement, psychological well-being, self-concept, and social relations. For these outcomes, the gap between children with divorced and married parents decreased during the 1980s and increased again during the 1990s. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

6.
The author examines the ways in which a psychoanalytic perspective may illuminate the underlying developmental dynamics of children of lesbian parents. Families headed by gay and lesbian parents demand reconsideration of a theory of oedipal development based on heterosexual parents. If triangulation, the move from dyadic to triadic object relationships, depends on 2 primary processes--the child's acceptance of the immutability of generations and the child's recognition that children are excluded from the world of adult sexuality--parental gender or sexual orientation assumes less importance. The emergence of conscience from multifaceted processes of identification is consistent with this view of triangulation as a developmental phase. Children of gay and lesbian parents must be offered theories of healthy development that include them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

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