二语学习者的词汇知识深度（depth of word knowledge），是决定他的词汇能力的关键。然而，词汇知识并不能随着二语学习的进程自然增加，需要进行有意识的深化。本文根据Wolter提出的词汇知识深度模型．以中、高级中国英语学习者为对...二语学习者的词汇知识深度（depth of word knowledge），是决定他的词汇能力的关键。然而，词汇知识并不能随着二语学习的进程自然增加，需要进行有意识的深化。本文根据Wolter提出的词汇知识深度模型．以中、高级中国英语学习者为对象，对学习者已有的词汇知识进行深加工训练。结果显示，深加工训练促进了词汇的自动产出和在长时记忆中的保持，有助于词汇的进一步习得，这对英语词汇的教学有一定的指导意义。展开更多
Distance effect has been regarded as the best established marker of basic numerical magnitude processes and is related to individual mathematical abilities. A larger behavioral distance effect is suggested to be conco...Distance effect has been regarded as the best established marker of basic numerical magnitude processes and is related to individual mathematical abilities. A larger behavioral distance effect is suggested to be concomitant with lower mathematical achievement in children. However, the relationship between distance effect and superior mathematical abilities is unclear. One could get superior mathematical abilities by acquiring the skill of abacus-based mental calculation （AMC）, which can be used to solve calculation problems with exceptional speed and high accuracy. In the current study, we explore the relationship between distance effect and superior mathematical abilities by examining whether and how the AMC training modifies numerical magnitude processing. Thus, mathematical competencies were tested in 18 abacus-trained children （who accepted the AMC training） and 18 non-trained children. Electroencephalography （EEG） waveforms were recorded when these children executed numerical comparison tasks in both Arabic digit and dot array forms. We found that： （a） the abacus-trained group had superior mathematical abilities than their peers; （b） distance effects were found both in behavioral results and on EEG wave- forms; （c） the distance effect size of the average amplitude on the late negative-going component was different between groups in the digit task, with a larger effect size for abacus-trained children; （d） both the behavioral and EEG distance effects were modulated by the notation. These results revealed that the neural substrates of magnitude processing were modified by AMC training, and suggested that the mechanism of the representation of numerical magnitude for children with superior mathematical abilities was different from their peers. In addition, the results provide evidence for a view of non-abstract numerical representation.展开更多
文摘二语学习者的词汇知识深度（depth of word knowledge），是决定他的词汇能力的关键。然而，词汇知识并不能随着二语学习的进程自然增加，需要进行有意识的深化。本文根据Wolter提出的词汇知识深度模型．以中、高级中国英语学习者为对象，对学习者已有的词汇知识进行深加工训练。结果显示，深加工训练促进了词汇的自动产出和在长时记忆中的保持，有助于词汇的进一步习得，这对英语词汇的教学有一定的指导意义。
基金supported by the National High-Tech R&D Program(863)of China(Nos.2012AA011603 and 2012AA011602)the National Natural Science Foundation of China(Nos.30900389 and 31270026)
文摘Distance effect has been regarded as the best established marker of basic numerical magnitude processes and is related to individual mathematical abilities. A larger behavioral distance effect is suggested to be concomitant with lower mathematical achievement in children. However, the relationship between distance effect and superior mathematical abilities is unclear. One could get superior mathematical abilities by acquiring the skill of abacus-based mental calculation （AMC）, which can be used to solve calculation problems with exceptional speed and high accuracy. In the current study, we explore the relationship between distance effect and superior mathematical abilities by examining whether and how the AMC training modifies numerical magnitude processing. Thus, mathematical competencies were tested in 18 abacus-trained children （who accepted the AMC training） and 18 non-trained children. Electroencephalography （EEG） waveforms were recorded when these children executed numerical comparison tasks in both Arabic digit and dot array forms. We found that： （a） the abacus-trained group had superior mathematical abilities than their peers; （b） distance effects were found both in behavioral results and on EEG wave- forms; （c） the distance effect size of the average amplitude on the late negative-going component was different between groups in the digit task, with a larger effect size for abacus-trained children; （d） both the behavioral and EEG distance effects were modulated by the notation. These results revealed that the neural substrates of magnitude processing were modified by AMC training, and suggested that the mechanism of the representation of numerical magnitude for children with superior mathematical abilities was different from their peers. In addition, the results provide evidence for a view of non-abstract numerical representation.
