每周论坛之十四（总第162期）：柳恒爽（南洋理工大学）&张嘉虹（香港大学），2017年12月18日下午

报告人介绍：

讲座介绍：

每周论坛之十四（总第162期）

（1）

报告人：柳恒爽 博士

报告人单位：南洋理工大学

题目：L1 and L2 Processing in the Bilingual Brain: A Meta-analysis of Neuroimaging Studies 

时间：2017年12月18日 （周一，14:20-15:20）

地点：中山大学东校园心理学系（南学院楼C座）305

报告简介：

Neuroimaging studies investigating bilingual processes have produced controversial results in determining similarities versus differences between L1 and L2 neural networks. The current meta-analytic study was conducted to examine what factors play a role in the similarities and differences between L1 and L2 networks with a focus on age of acquisition (AOA) and whether the orthographic transparency of L2 is more or less transparent than that of L1. Using activation likelihood estimation (ALE), we found L2 processing involved more additional regions than L1 for late bilinguals in comparison to early bilinguals, suggesting L2 processing is more demanding in late bilinguals. We also provide direct evidence that AOA of L2 influences L1 processing through the findings that early bilinguals had greater activation in the left fusiform gyrus than late bilinguals during L1 processing even when L1 languages were the same in the two groups, presumably due to greater co-activation of orthography in L1 and L2 in early bilinguals. In addition, we found that the same L2 languages evoked different brain activation patterns depending on whether it was more or less transparent than L1 in orthographic transparency. The bilateral auditory cortex and right precentral gyrus were more involved in shallower-than-L1 L2s, suggesting a “sound-out” strategy for a more regular language by involving the phonological regions and sensorimotor regions to a greater degree. In contrast, the left frontal cortex was more involved in the processing of deeper-than-L1 L2s, presumably due to the increased arbitrariness of mapping between orthography and phonology in L2.

报告人简介：

柳恒爽，新加坡南洋理工大学心理学博士，现为南洋理工大学博士后研究员，研究方向为语言神经科学和教育神经科学。代表文章有“L1 and L2 processing in the bilingual brain: A meta-analysis of neuroimaging studies. Brain and Language, 159, 60-73.” 及“Neural Correlates of Chinese and Japanese Semantic Processing: A Meta-analysis. Language and Cognitive Science, 1 (1), 77-107.”等。

（2）

报告人：张嘉虹 博士

报告人单位：香港大学

题目：Teacher Support for Career Development: A mixed method study

时间：2017年12月18日 （周一，15:30-14:30）

地点：中山大学东校园心理学系（南学院楼C座）305

报告简介：

A large body of research has proven that teacher support is one of the key environmental factors which has positive and significant influence on students’ career development. However, insufficient understanding exists in the field pertaining to the perception and dimensions of career-related teacher support. Therefore, the aims of this research were to explore and conceptualize the perception of career-related teacher support in a population of technical college students in China. The research was conducted in two closely related studies, with an exploratory sequential mixed method design. Study 1 explored the students’ perception of career-related teacher support using a qualitative research approach. Six themes of support emerged from the interview data gleaned from 18 interviewees using the thematic analysis approach. Three most expected types of career-related teacher support were identified as well. In study 2, the results from study 1, plus findings from literature review, were utilized to develop an instrument titled Career-related Teacher Support Scale (CTSS). Exploratory and confirmatory factor analyses were used to explore and crosscheck the factor structure underpinning the scale. A bi-factor model of CTSS with one general factor and three group factors was identified as the optimal model with good indices of fit. Evidence of measurement invariance across gender, ancillary measurement indices and validity were provided. This research contributes to teacher support literature by identifying a specific construction of career-related teacher support. Moreover, effective teacher support related to career education and counseling was suggested.

报告人简介

Jiahong Zhang is a PhD candidate in Career Development and Counselling at Faculty of Education, The University of Hong Kong. She received Research Postgraduate Student Publication Incentive Award from the Faculty of Education, HKU in 2015. Her current research interests include career-related teacher support, career-related parental support, vocational identity and career adaptability.