Chinese character literacy is key for young children to develop reading and cognitive skills. However, there are no effective evaluation tools with local norms to gauge the Chinese character literacy for primary school students in Hong Kong. The present research attempts to construct the database of commonly used Chinese characters from Primary 1 to 6 Chinese textbooks in Hong Kong, and use it to develop two Chinese character literacy test models, namely the test of Chinese identification accuracy（HK-CIAT） and the test of Chinese identification fluency（HK-CIFT）. The tests and their validity criteria verifications were implemented in 12 primary schools at different ranking levels（high, medium, low） in Hong Kong in order to establish grade-based norms for students’ Chinese identification accuracy and fluency. The results of the trial implementations indicate that the two tests can provide effective evaluation to individual students’ Chinese character identification ability and developmental tendency, and predict school students’ comprehensive Chinese language ability. With a clear grade-based distinction, HK-CIAT and HK-CIFT are the first two standardized Chinese character literacy tests that take into account both the level of learning and word frequency of Chinese characters. The tests are characterized by easy operation, moderate length and difficulty level, wide application to a wide range of age groups, and availability of local norms. In addition, they can effectively differentiate typically developed students and students with reading difficulties in Chinese character identification and fluency,which may help educators to bring in relevant educational support in time.

作为"种子教师"后备力量的汉语国际教育硕士是承担国际汉语推广使命的主力军,对这群后备力量作为新手对外汉语教师的胜任力水平的评估对国际汉语推广有着重要价值.研究以我国最早建立汉语国际教育专业硕士点的中山大学为例,对17级汉语国际教育专业硕士生的6个教师胜任力进行追踪调查并探讨全程见习培养模式下不同实习岗位的见习生在教师胜任力上的差异.调查结果显示:(1)在学年初,所有学生在"职业态度"上的自评分数最高,在"职业技能"上的所得均分最低,学生之间的教师胜任力差异不大.(2)在学年末,不同实习岗位上的见习生在能力上表现出了差异性.入选海外汉语志愿者的学生在胜任力上得到全面提升,已在国际学校完成实习的学生与其他岗位的见习生都在"学科知识"和"职业技能"两个板块上取得进步,其中前者的其他教师胜任力基本保持不变,而后者的其他胜任力均有所下降.校内见习生则在6个教师胜任力板块上全面退步.

本研究考察不同模态组合的学习任务对中级汉语二语者文本理解、伴随性词汇学习和句法结构学习的影响.研究发现:(1)相较于视觉单模态学习,视听和“视听+朗读”两种多模态学习方式能更有效地促进二语文本理解和词汇学习;(2)在句法结构学习方面,视觉单模态学习和两种多模态学习的效果无显著差异;(3)包含同步输出任务的“视听+朗读”多模态学习与仅包含输入模态的视听多模态学习效果在文本理解、词汇、句法三个测量维度上均没有显著差异.以上结果表明:任务的多模态配置对二语文本理解、词汇和句法学习产生了不一致的影响;并非所有涉及输入与输出模态转换的多模态任务都能带来更大的学习效应.教学实践中应视教学目的对学习任务进行合理的模态配置.

众多实证研究指出英语语音意识是鉴别儿童早期阅读能力(字词解码)的重要指标,然而跨语言研究对语音意识在阅读发展中的普适功能提出了质疑.从上世纪90年代至今,汉语语音意识在儿童早期阅读发展中的角色依然是个有争议的议题,因此本文采用元分析范式整合过往实证文献,并从测试任务的语音要素(音调 、音节、声韵、音素)与操纵范式(检、删、隔、合等)解释导致语音意识与汉语字词阅读关系不一致的原因.本文共筛选出发表于1995年至2015年的59篇研究,提取了94个独立样本12514人,涵盖3-12岁不同年龄阶段的儿童.结果显示:(1)语音意识与汉语字词阅读呈现了显著的中度相关,且不因被试年龄和字词阅读任务类型而改变;(2)检、删两种范式下的语音意识的预测效应量远大于隔音和合音范式;(3)汉语语音意识的语音要素是一个重要的调节变量,音调辨析的预测效应量最大,其次是音节、声韵和音素,呈现了随语音单位变小而效应量变小的趋势,一定程度上亦验证了心理语言纹理假说的预期.

本研究基于阅读理论模型,从汉字认读的角度探讨如何对汉语二语学习者进行高效诊断与水平区分.研究连续两个学期从中山大学国际汉语系进修班收集259名新生入学分班测试数据,建构了6项分班指标,以学生入学分级水平、九周后的期中成绩(研究一)和HSK成绩(研究二)为效标,通过相关分析、回归模型筛选出可以鉴别学生汉语能力的简易指标,以便对汉语二语入学分班测试流程进行简化和规范化.测试结果显示,听力、阅读、书写分别是有效预测初级、中级、高级阶段学生汉语能力的重要指标;一分钟汉字认读测试可应用于口试环节,协助考官初步诊断学生汉语水平,并推荐学生参加相应级别的笔试.新分班流程不仅节约了测试时间成本,也在一定程度上提高了入学分班测试的准确性.

Numerous studies of alphabetic languages suggested that memory deficits in children with literacy difficulties are pervasive across verbal items but not with visual-spatial items.Although a considerable amount of studies have investigated the importance of working memory in Chinese reading acquisition, the issue referring to discriminating different functions of phonological memory and visual memory in Chinese word reading has not been explored sys-tematically.We thus conducted a meta-analytical review to delineate the different roles of these two types of working memory in Chinese word recognition.The results showed that:1) working memory was consistently related to Chi-nese word recognition with a mean effect size around .24;2 ) the synthesized correlation between phonological mem-ory and Chinese word recognition was about .34;3) the correlation between visual memory and Chinese word recog-nition was just.14.The findings support Wagner and Torgesen’ s (1987) hypothesis of phonological processing abilities and also confirm the Universal Phonological Principle (Perfetti &Dunlap, 2008), suggesting that phono-logical memory is still a core engine to drive leaning to read Chinese.

具身理论是继计算隐喻、联结主义之后诠释人类是如何获取知识表征世界这样一个本质性问题的新视角,指出概念系统的建构对真实身体及其身体活动的体验的依赖,即具身性。随着认知科学的快速发展,具身理论已从原始阶段的哲学思辨成为认知心理学、社会认知等领域解释各种现象的一种新的研究范式。文章简要回顾了具身理论的起源及发展,选取了社会认知心理学中主要的研究对象,即态度、社会知觉、情绪等,总结具身理论在这些领域的研究范式及最新研究成果。最后,文章从实证的角度指出在社会认知领域中以具身理论为框架开展实证研究时值得注意的要点,并提出此类研究结合其他研究视角（例如,神经科学,跨文化心理学）的可能性。

This study aimed to examine the latent structure of the Chinese version of the Comprehensive Assessment of Prospective Memory (CAPM) using confirmatory factor analysis. A total of 264 healthy Chinese participants (118 men and 146 women) took part in the study and their ages ranged from 17 to 90 years. There was no gender effect upon the frequency of prospective memory (PM) forgetting but age and education were found to be correlated significantly with these frequencies in the current sample. Results of the study also showed that the model with the best fit had a tripartite structure which consisted of a general memory factor (with all items loading on it) plus a basic activities of daily living as well as an instrumental activities of daily living factor. Furthermore, this tripartite model was robust across subgroups with respect to gender, education, and age. These findings provide support for the construct validity of the original CAPM and demonstrate its utility in another culture.

This study presents the first examination of implicit theories of creativity among Chinese middle and high school students.Based on an open-ended survey,60 traits that characterize people with high creativity were selected,which cover two kinds of traits: cognitive abilities or styles and personality traits.In the second stage,329 students completed a survey to rate the extent to which each of the 60 traits can be applied to people with high creativity.The results showed that 1) roughly,students attached greater importance to cognition related traits than personality traits,and 2) significant global and specific differences were found between middle and high school students,between key school and non-key school students and between males and females along with many significant interactions,indicating that implicit theories of creativity are highly malleable.These findings have important implications for educators in cultivating creativity among Chinese students.