汉英同传语序差异处理的信息-认知模型

语序差异的处理历来受到我国同传教学与研究重视,总结的“顺译”技巧成为公认规范。但是,顺译的理论合理性、时间同步性仍待论证,国外学界对同传语序差异处理的必要性尚无定论。本研究在语言类型学、信息科学、认知科学视野中,厘清汉英同传语序差异处理的限制前提,建构处理的信息-认知模型,以职业译员被试双向同传数据实证检验并证实模型。研究发现:汉英同传语序差异处理是在源语信息不确定与短时记忆长占用限制前提之间的动态平衡,服从信息密度一致性与短时记忆正确持留阈值,受到冗余调节;汉英语序差异明显迟滞译语产出,启动EVS、贮存EVS分别推迟到4至5秒、6至8秒。信息-认知模型为汉英同传语序差异处理提供完备理据与同步性证据。

On Constructing the Cognitive Model of Knowledge Acquisition in Globalization-Oriented Study

This paper which is directed to constructing the cognitive model of knowledge acquisition in view of the increasing need of globalization-oriented study, points out features of globalization-oriented study, and proposes the importance and necessity for constructing the CMKAGS （cognitive model of knowledge acquisition in globalization-oriented study） which includes attention, background knowledge, and chunking memory that involves semantic chunking, information encoding as well as choice of information encoding. The cognitive model of knowledge acquisition in question aims at helping e-learners to memorize their learned knowledge and improve their studies effectively and efficiently, whether they study in enhanced conditions or in natural conditions

基于社会信息加工模型的团体干预对孤独症谱系障碍儿童社交能力的影响

目的:以社会信息加工(SIP)情绪-认知整合模型为理论依据,设计适用于改善孤独症谱系障碍(ASD)儿童社交能力的团体干预项目,并对其效果进行即时和短期追踪评估。方法:49名4~10岁孤独症谱系障碍(ASD)儿童被随机分为干预组和对照组,两组同时接受常规康复训练,干预组在此基础上给予每周3次,每次1.5小时,共计18次的团体训练,采用《社交反应量表》评估。结果:训练结束后,干预组社交反应后测及追踪测得分均显著低于前测,后测与追踪测差异不显著,对照组三次测量差异均不显著。干预组的社交能力得到提升,各项指标追踪效果能够有效保持,在社交沟通和ASD行为方式上,追踪阶段还有进步。结论:基于SIP情绪-认知整合模型的团体干预项目能够有效改善ASD儿童的社交能力。