被迷雾笼罩的口吃

库尔特·塞利尔诺是美国亚特兰大的一名口吃患者,有一次在他打电话想预订一份比萨饼时,店员却认为有人在搞恶作剧而狠狠地挂断了电话。还有一次,他向别人介绍自己时,却喷了对方一脸唾沫星子。这不痛不痒之症每每使库尔特处于尴尬的境地,欲哭无泪。据统计,像库尔特一样的口吃患者在全球范围内已多达6000万,而我国也有近1300万患者被口吃所困扰。     

口吃的症状分类

难发性：第一个字的发音特别困难,尽管做了很大的努力,也只能在喉部发出低微、沉闷的声音,如“嗯……嗯……嗯……大家好”。     

词汇识别的ERP研究

词汇识别即词汇的意义获得.作为一种独特的电生理研究手段,事件相关电位(Event-related potentials,简称ERP)对词汇识别的研究为揭示语言加工的脑机制提供了直观的证据.该文介绍了对词汇识别敏感的N400、RP、PMN等脑电成分,从词汇通达和词汇歧义消解两个角度出发,对比了关于词汇通达中形、音的作用以及词汇歧义消解中语境作用等问题的不同观点.在此基础上,分析总结了ERP研究词汇识别的特点,提出了有待于研究的问题.     

生物专业英语词汇识记

要掌握生物专业英语就必须掌握学习更多的专业词、术语并了解其用法,生物专业英语词有其独特性,要有效识记生物类专业英语词汇就必须了解其特点。本文从专业英语词汇特点入手,分析了生物专业英语词汇的构词、词素和词源以及易混淆的同义词等特点。     

儿童、成人疫苗的市场发展并驾齐驱

曾经是低利润、发展速度慢的全球疫苗市场,目前受到所有制药巨头的重视,主要由美国默克制药公司（Merck ＆ Co.,Inc）,英国葛兰素·史克制药公司,法国赛诺菲·巴斯德制药公司（Sanofi Pasteur）、美国惠氏制药公司（Wyeth Pharmaceuticals）和瑞士诺华制药公司（Novartis AG）等5大制药公司统治着。其中前四大公司的疫苗销售额在2007年超过20亿美元,占疫苗市场份额的91．5％。     

我国儿童药物发展环境与市场分析

我国儿童药物处于市场需求大、竞争小、政策利好的环境中,面临着前所未有的发展机遇。分析了我国儿童药物的发展环境和市 场现状,并对儿童药物的市场开发策略给予了建议。     

浅谈初中英语词汇教学的有效性

词汇是英语学习的基础,更是进一步提高英语能力的保证。而初中英语教学作为基础的教学,词汇的学习更是显得格外重要。面对复杂的考试形式,都能够总结为是建立在词汇的掌握之上的。因此无论从考试的角度还是从英语学习等方面,词汇量都是非常重要的。本文从初中词汇教学的角度来总结在教学中的经验,希望能够对大家有所启发。     

植物学专业英语的特征和翻译——评《植物学词汇手册》

熟练掌握专业英语是开阔视野、了解国内外专业领域研究进展以及丰富专业知识的重要前提。专业英语的学习与应用和普通英语有所区别。在进行专业英语的学习和应用时,应重点关注并掌握专业英语的文体特征、词汇特点以及翻译技巧,这为提高专业英语应用能力,适应学术研究的国际大环境奠定坚实的语言基础,进而促进相关领域的研究与发展。     

儿童补钙误区与正确补钙

本文从补钙观念、补钙剂量和补钙方式等方面分析儿童补钙存在的误区,儿童补钙需要根据儿童对钙的需要量和儿童对钙的代谢特点,科学地采取药物补钙和膳食补钙两种方式合理补钙。儿童正处于骨骼和牙齿生长发育的重要时期,对钙的需要量比成人多,因此相比较成年人而言儿童更容易缺钙。儿童缺钙会导致佝偻病、手足抽搐症、骨质疏松症、骨质软化症、生长痛等,严重影响正常的生长发育。但是目前,商业广告的夸大其辞及误导引发人们盲目补钙,儿童补钙存在着一些错误的观念等方面的误区,只有科学地膳食补钙和药物补钙两种方式合理补钙才能达到儿童补钙的效果。     

From Grapheme to Phonological Output: Performance of Adults Who Stutter on a Word Jumble Task

Purpose

The purpose of the present study was to extend previous research by analyzing the ability of adults who stutter to use phonological working memory in conjunction with lexical access to perform a word jumble task.

Method

Forty English words consisting of 3-, 4-, 5-, and 6-letters (n = 10 per letter length category) were randomly jumbled using a web-based application. During the experimental task, 26 participants were asked to silently manipulate the scrambled letters to form a real word. Each vocal response was coded for accuracy and speech reaction time (SRT).

Results

Adults who stutter attempted to solve fewer word jumble stimuli than adults who do not stutter at the 4-letter, 5-letter, and 6-letter lengths. Additionally, adults who stutter were significantly less accurate solving word jumble tasks at the 4-letter, 5-letter, and 6-letter lengths compared to adults who do not stutter. At the longest word length (6-letter), SRT was significantly slower for the adults who stutter than the fluent controls.

Conclusion

Results of the current study lend further support to the notion that differences in various aspects of phonological processing, including vision-to-sound conversions, sub-vocal stimulus manipulation, and/or lexical access are compromised in adults who stutter.     

Weak Responses to Auditory Feedback Perturbation during Articulation in Persons Who Stutter: Evidence for Abnormal Auditory-Motor Transformation

Previous empirical observations have led researchers to propose that auditory feedback (the auditory perception of self-produced sounds when speaking) functions abnormally in the speech motor systems of persons who stutter (PWS). Researchers have theorized that an important neural basis of stuttering is the aberrant integration of auditory information into incipient speech motor commands. Because of the circumstantial support for these hypotheses and the differences and contradictions between them, there is a need for carefully designed experiments that directly examine auditory-motor integration during speech production in PWS. In the current study, we used real-time manipulation of auditory feedback to directly investigate whether the speech motor system of PWS utilizes auditory feedback abnormally during articulation and to characterize potential deficits of this auditory-motor integration. Twenty-one PWS and 18 fluent control participants were recruited. Using a short-latency formant-perturbation system, we examined participants' compensatory responses to unanticipated perturbation of auditory feedback of the first formant frequency during the production of the monophthong [ε]. The PWS showed compensatory responses that were qualitatively similar to the controls' and had close-to-normal latencies (～150 ms), but the magnitudes of their responses were substantially and significantly smaller than those of the control participants (by 47% on average, p<0.05). Measurements of auditory acuity indicate that the weaker-than-normal compensatory responses in PWS were not attributable to a deficit in low-level auditory processing. These findings are consistent with the hypothesis that stuttering is associated with functional defects in the inverse models responsible for the transformation from the domain of auditory targets and auditory error information into the domain of speech motor commands.     

Peer Victimization Experienced by Children and Adolescents Who Are Deaf or Hard of Hearing

Victimization is a relatively common, yet serious problem, with potentially severe consequences for children''s psychosocial and academic functioning. Children who are Deaf or Hard of Hearing (DHH) may be at a higher risk for victimization than hearing children. The aims of the present study were to compare DHH and hearing children on i) self-reported experiences of victimization and ii) associations between victimization, parental- and child variables. In total 188 children (mean age 11;11 years) from the Netherlands and Dutch-speaking part of Belgium participated in the study. No difference between DHH and hearing children were found on general experiences of victimization. However, differences between the groups were found on specific forms of experienced victimization and on the associations between victimization and parental variables. For DHH children, parental sensitivity and parents who challenge their DHH children to become competent in the practical, emotional, cognitive and social domain is associated with them being less victimized. For hearing children at this age these relations were reversed, absent or more complex. Finally, DHH children in special schools were more victimized than DHH children in regular schools. It can be concluded that parents can play an important role in reducing social problems experienced by DHH children and young adolescents.     

Perception of Binaural Cues Develops in Children Who Are Deaf through Bilateral Cochlear Implantation

There are significant challenges to restoring binaural hearing to children who have been deaf from an early age. The uncoordinated and poor temporal information available from cochlear implants distorts perception of interaural timing differences normally important for sound localization and listening in noise. Moreover, binaural development can be compromised by bilateral and unilateral auditory deprivation. Here, we studied perception of both interaural level and timing differences in 79 children/adolescents using bilateral cochlear implants and 16 peers with normal hearing. They were asked on which side of their head they heard unilaterally or bilaterally presented click- or electrical pulse- trains. Interaural level cues were identified by most participants including adolescents with long periods of unilateral cochlear implant use and little bilateral implant experience. Interaural timing cues were not detected by new bilateral adolescent users, consistent with previous evidence. Evidence of binaural timing detection was, for the first time, found in children who had much longer implant experience but it was marked by poorer than normal sensitivity and abnormally strong dependence on current level differences between implants. In addition, children with prior unilateral implant use showed a higher proportion of responses to their first implanted sides than children implanted simultaneously. These data indicate that there are functional repercussions of developing binaural hearing through bilateral cochlear implants, particularly when provided sequentially; nonetheless, children have an opportunity to use these devices to hear better in noise and gain spatial hearing.     

Criteria of Intellectual Development in Children

The psychodiagnosis of child intellectual development has become a timely problem in connection with our country's school reform [1]. Now that school-entry age has been lowered to six years, procedures for diagnosing level of intellectual development, to determine whether children are ready for school, must be developed and applied routinely. This, in turn, requires the development of scientifically sound criteria of intellectual development, based on modern psychological concepts of the development of intelligence in ontogeny.