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Search Results: 1 - 10 of 250585 matches for " 张必隐 "
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场依存性对于程序教学与常规教学的效果的影响

心理学报 , 1982,
Abstract: 本实验研究了场依存性对于程序教学与常规教学效果的影响。结果表明,对于场独立性的学生来说,程序教学与常规教学效果之间的差异并不显著;但随着场独立性水平的降低与学习内容困难程度的增大,程序教学的效果逐渐显著地超过常规教学的效果。
成分字在合体字识别中的作用
刘伟,佘贤君,
心理科学进展 , 1998,
Abstract: 本实验采用启动条件下的词汇判断法,用合体字中与合体字本身的音义都无关的成字成分(成分字)作为启动刺激,对成分字在合体字识别中的作用进行了探讨。结果发现:在SOA=56毫秒时,成分字对低频合体字的识别有显著的启动效应,对高频合体字的识别启动效应不显著;在SOA=224毫秒时,成分字对高频合体字的识别有显著的负启动效应,对低频合体字识别的启动效应不显著;在SOA=448毫秒时,成分字对低频和高频合体字的识别都没有显著的启动或负启动效应。
中、英文阅读理解之比较研究
,Joseph H.Danks
心理学报 , 1989,
Abstract: 本文在句法、语义和事实方面比较了中、英文的阅读过程,并发现中文读者在阅读加工中更多地采用分散的策略,而英文读者则更多地采用集中的策略。在中文中,语义违反所造成的朗读混乱大于句法违反所造成的混乱;而在英文中则句法违反所造成的混乱大于语义违反所造成的混乱。但是,由句法、语义和事实的违反所形成的曲线在中、英文中是相似的,这说明中、英文的阅读加工有其共同之处。
初中代数“有理数”程序教学实验研究
陈琦,,朱衣綵
心理学报 , 1981,
Abstract: 本研究对程序教学与传统教学的效果作了对比。研究表明,程序教学可以缩短学习时间、提高学习效果、激发学习动机,有助于自学能力的培养。如果程序教材能够符合学生的认识规律,在教材中尽量增加启发因素,那么程序教学对于思惟能力的培养也可以起到积极的作用。
成分字在合体字识别中的作用
刘伟,佘贤君,
心理科学进展 , 1998,
Abstract: ?本实验采用启动条件下的词汇判断法,用合体字中与合体字本身的音义都无关的成字成分(成分字)作为启动刺激,对成分字在合体字识别中的作用进行了探讨。结果发现:在soa=56毫秒时,成分字对低频合体字的识别有显著的启动效应,对高频合体字的识别启动效应不显著;在soa=224毫秒时,成分字对高频合体字的识别有显著的负启动效应,对低频合体字识别的启动效应不显著;在soa=448毫秒时,成分字对低频和高频合体字的识别都没有显著的启动或负启动效应。
CONCRETENESS EFFECTS OF TWO -CHARACTERCHINESE WORDS
中文双字词的具体性效应研究

Zhang Qin Zhang Biyin,
,

心理学报 , 1997,
Abstract: Three experiments were performed to examine concreteness effects of two- character Chinese words and test Contrasting predictions of a dual - representation and a context availability hopothesis for concreteness effects. In experiment 1 , equivalent lexical decision times were obtained for concrete and abstract words when they were frequent words , whereas longer lexical decision times were ob- tained for abstract words than for concrete words when they were rare words. The se- cond experiment was to repeat the priming experiment of rare words. Results indi- cated that concreteness effects still existed. The third experiment was perforrned to ex- amine coacreteness effects with two kinds of seotence contexts. With a neutral context lexical decision times for abstract words were longer than for concrete words. With a congruous context , however , the lexical decision times fbr these two word types were equivalent. These results didn, t completely support dual - representation theory or con text availabilitv model .
INFLUENCE OF PRE-COMPOSITION PLANNING TIME ON THE PRE-COMPOSITION PLANNING EFFECT
作文前计划的时间因素对前计划效应的影响

Liu Miao,Zhang Biyin,
刘淼
,

心理学报 , 2000,
Abstract: This paper attempted to study the influence of pre-composition planning time on the pre-compositionplanning effect by the method of combining natural experiment and laboratory experiment. Our studydiscovered that the composition form determined the planning time, which in turn influenced theplanning effect which then determined the composition form. This indicated that with both the plan andthe external representation, the plan itself played a decisive role in the relations between the limitedtime for planning and the planning form. A more complicated case about the effect of the externalrepresentation emerged when the plan existed, i. e. the external representation is of great significancewhen there is plenty of time for planning. In contrast, the plan is of greater significance than theexternal representation when there is not enough time to plan.
IMPACT OF INTEREST ON TEXT COMPREHENSION
兴趣对文章理解的作用

Zhang Kai,
章凯
,

心理学报 , 1996,
Abstract: This study examined the impact of interest on text comprehension. Its primary goals were as follows: (1)To formulate a new theory of interest; (2)To examine and explain the effects of interest on text comprehension; (3)To ex-plore the relation between interest and prior knowledge while reading. The following hypotheses were confirmed by two experiments: (1)Interest has a positive influence on. text comprehension; (2)High-interest readers infer from the text more frequently while reading;(3) High-interest readers show greater metacognitive capability while reading; (4)The effect of interest on text comprehension is independent of prior knowledge.
THE EFFECTS OF PREDICTABILITY AND SEMANTIC BIAS IN IDIOM COMPREHENSION
预测性、语义倾向性对惯用语理解的影响

She Xianjun,Song Ge,Zhang Biyin,
佘贤君
,宋歌,

心理学报 , 2000,
Abstract: Two moving window experiments were designed to investigate the effects of predictability and semantic bias in idiom comprehension in different contexts. Experiment one found that literal biased idioms were restrained in figurative context and figurative biased idioms were restrained in literal context. Experiment two found that low predictable idioms were restrained in figurative context and high predictable idioms were restrained in literal context. The results had denied the dead metaphor hypothesis and supported the configuration hypothesis. It was proved that the comprehension of idiom was a compositional process.
PHONEMIC SIMILARITY EFFECTS IN CHINESE READING
中文阅读中的语音类似效果

Lin Yonghai,Zhang Biyin,
林泳海
,

心理学报 , 1999,
Abstract: Two lexical--decision experiments were conducted to assess phonological processesin Chinese lexical access. consults of Experiment 1 and 2 were that the lexicaldecision to a target character was not faster when preceded by a rhyming charactercue than when preceded by a phonological--dissimilar character cue. The homophonicpriming effect was obtained in Experiment 2. The effective activation of phonologicalinformation was dependent of the extent of the phonemic similarity between Primesand targets. The possible conclusion was that the phonological activation was anautomatic process in lexical access, which evidence was less obvious in Chinese thanin the alphabetic writing; the access to meaning in Chinese reading maybe relys onthe visual--orthographic properties in a great extent. The study seemed to support thedual-route theory.
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