國立政治大學心理學系111-1學術研討會
時間：2022年12月15日（星期四）14:10 – 16:00
地點：政治大學果夫樓一樓101教室
敬邀各位師生踴躍參加！！
博士生報告（一）
報告人：馬嘉翔
報告題目：How Chinese-Japanese Interlingual Homographs Affect Japanese Sentence Comprehension?
報告摘要：
There is evidence suggesting that cognates and inter-lingual homographs affect word recognition of alphabetic languages. Moreover, while these words are embedded in L2 sentences, they still affect bilinguals in reading performance in the way that cognates facilitate. However, inter-lingual homographs interfere reading as well as they do in word recognition. Additionally, these effects are also found in word recognition of logographic languages. Based on the evidence, this study aims to investigate whether these effects could be observed in sentence reading of logographic languages as well. If they exist, it suggests that L1 affects L2 reading. That is, L1 and L2 would be activated parallelly, meaning that language processing is non-selective. If not, L2 would not be affected by L1, for language processing is selective.
博士生報告（二）
報告人：伍贊達
報告題目：The Neural Basis of Arithmetic Word Problem Solving in Children and Adults
報告摘要：
Arithmetic word problems serve as a critical link between numerical knowledge and real-world problems. Nonetheless, children struggle with word problems even when they are competent with the same problems delivered in mathematical notations. Herein, using fMRI, we investigated neural responses for arithmetic and nonarithmetic word problem solving in 3rd and 4th graders and in young adults. We showed that arithmetic fluency and nonarithmetic word problem processing, but not general reading comprehension, were associated with arithmetic word problem solving in children. Critically, even though children and adults showed similar activation patterns during the task, we revealed a developmental transition from frontal to parietal areas. Further, we demonstrated an increased integration within the fronto-insular-parietal circuits during word problem solutions in adults when compared with children. Finally, we identified an inverted-U-shaped relationship between brain activation and word problem performance for the overall participants. By demonstrating the age-related differences in brain mechanisms underlying word problem solving, we provide insights into uncovering the development of such a crucial mathematical skill.
