在认知与语言的交汇点上，智慧的火花被点燃，照亮了我们通向未来的路途。
相信在上一期专家的精彩预告之后，大家对即将到来的论坛充满了期待。
现在，继续跟随小编的步伐，一同探索这条学术之路上专家们的真知灼见以及他们的精彩报告内容。
Matthew E. Poehner教授
宾夕法尼亚州立大学教授
主要研究领域：
语言评估，语言教师教育，二语习得，社会文化理论
报告题目：
Dynamic Assessment: Diagnosing learner development of L2 academic writing
报告摘要：
Dynamic Assessment (DA) research with second language (L2) learners has now been undertaken for twenty years. Among the areas that have caught researcher attention is L2 writing. It has tended to approach writing as largely an activity in which to focus upon learner control over grammar and it has generally not been tied to sustained intervention or enrichment programs.
I will report selected results from two recent studies of DA in contexts of L2 English academic writing in contexts in the U. S. (Wang, in preparation; Yu, 2023). Both studies took an expanded view of academic writing to include not only grammatical accuracy and the appropriateness and range of lexical choices but also features such as content organization, use of supporting evidence and examples, identification of and response to counterarguments, and audience awareness. In this way, writing was approached as the development of a (Western, anglophone) academic mode of thought that was both new to participants (international students living in the U.S.) and essential to their success at American universities. Both studies also employed an instructional enrichment program designed to introduce and model this way of thinking and that was tailored to learner individual profiles that were diagnosed through DA.
Urs Maurer副教授
香港中文大学心理学系副教授
主要研究领域：
阅读习得、失读症、跨语言研究、认知神经科学
报告题目：
Neural correlates of visual-orthographic processing: EEG evidence from the visually complex Chinese writing system
报告摘要：
Studies on reading in alphabetic languages indicate that visual orthographic processing occurs in occipito-temporal brain areas within the first 250ms after word fixation. Time-sensitive EEG studies revealed the presence of print tuning at around 170ms (N170/N1 component) with larger amplitudes for letters strings than control stimuli. Developmental studies showed that this sensitivity emerges with learning to read and is reduced in children with dyslexia. Compared to alphabetic languages, the Chinese writing system is visually more complex and relies on the mapping of characters onto syllables that are also morphemes. Questions remain how visual-orthographic processing plays out in a visually complex language and how specialized neural processes develop in children learning to read.
Here, I will present several studies on visual-orthographic processing in Chinese. The studies not only show N1 print tuning in children, but also how it is impaired in children with dyslexia and how it develops with age and an increase of reading skills. I also present studies that use stimulus repetition and parafoveal preview manipulations to investigate the effect of knowledge about upcoming stimuli on early visual-orthographic processing. The studies suggest that reading expertise as well as information about upcoming stimuli leads to facilitated and possibly accelerated processing of written words in a visually complex writing system, such as Chinese.
李远宁研究员
上海科技大学生物医学工程学院助理教授、研究员、博导
主要研究领域：
神经电生理和神经影像、计算与认知神经科学、神经语言学
报告题目：
Neural coding and computations underlying natural speech perception across languages
报告摘要：
Under contextual conditions of discourse,readers form relevant semantic expectations. After reading the target material,logical semantics and discourse meaning were activated. Encyclopedic knowledge context and contextual context jointly influenced the comprehension of general conversational meaning in target sentences.
Under situational context conditions,encyclopedic knowledge served as prerequisite information, combined with situational context information for complex pragmatic reasoning, affecting the understanding of special conversational meaning among Chinese learners.
Under encyclopedic knowledge context conditions, for intermediate-level Chinese learners, the under-informative utterances supported logical semantics and inhibited scalar implicature comprehension. The patently true utterances formed expectations that facilitated scalar implicature comprehension. For advanced-level Chinese learners and Chinese native speakers, regardless of under-informative utterances or patently true utterances, scalar implicature selection rates were higher than logical semantics.In both conditions, an early information activation (P200) and a late semantic integration(N400) were found.
The Chinese language proficiency of Chinese learners affected the processing mode of discourse meaning access: the higher Chinese language proficiency, the more language exposure they had, the more unconscious and automated associative cognitive processing they may adopt,supporting the default theory; the lower Chinese language proficiency, the lower language exposure they had, the more conscious and controlled arithmetic cognitive processing they may adopt, supporting the context-driven theory.
明日将会继续更新专家预告，敬请期待来自引智基地的一线报道！
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