来自屏幕的纽带：视频聊天与儿童发展

随着近几年视频聊天的兴起, 越来越多的研究者开始探索视频聊天对儿童发展的影响。相较于传统通讯技术, 视频聊天具备了视听结合与即时互动的特征; 但同时, 作为数字媒体, 视频聊天仍然保持了传统屏幕媒体二维性的特征。汇总以往视频聊天与儿童学习的实证研究发现, 与录制视频教学比较, 视频聊天在婴幼儿词汇学习(d = 0.33)和动作学习(d = 0.90)上的教学效果更佳; 同时, 视频聊天也能够使婴幼儿在教学过程中保持较高的注意水平(d = 0.90)。视频聊天对儿童远距离亲子关系和同伴关系上均有一定的促进作用。视频聊天也可以作为一种辅助治疗手段应用于特殊儿童的干预中。未来研究仍需关注扩大视频聊天学习中儿童被试的年龄范围、共同观看者的不同支持行为对儿童视频聊天学习的效果产生的影响。     

Will we ring the bell? Clinical Pastoral Education (CPE) with the Salvation Army

This article describes an "experimental" Clinical Pastoral Education (CPE) program, designed for eight Salvation Army Officers [Ministers] who were located in cities from Washington, DC to Antonio, Texas. The four Consecutive Units were accomplished over a two year span, with most of the work taking place by e-mail and long-distance telephone conference calls. One of the important questions to be answered is, "Can CPE be done mostly long-distance"?     

Testing the limits of long-distance learning: learning beyond a three-segment window

Traditional flat-structured bigram and trigram models of phonotactics are useful because they capture a large number of facts about phonological processes. Additionally, these models predict that local interactions should be easier to learn than long-distance ones because long-distance dependencies are difficult to capture with these models. Long-distance phonotactic patterns have been observed by linguists in many languages, who have proposed different kinds of models, including feature-based bigram and trigram models, as well as precedence models. Contrary to flat-structured bigram and trigram models, these alternatives capture unbounded dependencies because at an abstract level of representation, the relevant elements are locally dependent, even if they are not adjacent at the observable level. Using an artificial grammar learning paradigm, we provide additional support for these alternative models of phonotactics. Participants in two experiments were exposed to a long-distance consonant-harmony pattern in which the first consonant of a five-syllable word was [s] or [∫] ("sh") and triggered a suffix that was either [-su] or [-∫u] depending on the sibilant quality of this first consonant. Participants learned this pattern, despite the large distance between the trigger and the target, suggesting that when participants learn long-distance phonological patterns, that pattern is learned without specific reference to distance.     

Statistical computations over a speech stream in a rodent

Statistical learning is one of the key mechanisms available to human infants and adults when they face the problems of segmenting a speech stream (Saffran, Aslin, & Newport, 1996) and extracting long-distance regularities (G6mez, 2002; Pe?a, Bonatti, Nespor, & Mehler, 2002). In the present study, we explore statistical learning abilities in rats in the context of speech segmentation experiments. In a series of five experiments, we address whether rats can compute the necessary statistics to be able to segment synthesized speech streams and detect regularities associated with grammatical structures. Our results demonstrate that rats can segment the streams using the frequency of co-occurrence (not transitional probabilities, as human infants do) among items, showing that some basic statistical learning mechanism generalizes over nonprimate species. Nevertheless, rats did not differentiate among test items when the stream was organized over more complex regularities that involved nonadjacent elements and abstract grammar-like rules.     

My Love,How I Wish You Were By My Side: Maintaining Intercontinental Long-Distance Relationships in Taiwan

The purpose of this qualitative research was to explore how couples in Taiwan maintain intercontinental long-distance relationships. Four participants from a long-distance online forum were interviewed and asked to share their stories of long-distance dating. Their stories were then analyzed based on a narrative research method, and the following questions were explored with the participants: the impact of distance on the relationship, maintaining long-distance relationships, and reflections on long-distance dating. Findings suggested that distance had a large impact on couples, including thoughts of ending the relationship, loneliness, insecurity, and distrust. Themes the participants discussed included the importance of technology, face-to-face visitations, commitment, romantic beliefs, and diverse ways to maintain relationships. Participants also reported high expenses, time differences, and technological limitations as difficulties. Despite these difficulties, participants described creating meanings around the long-distance relationships by realizing the relationships were ultimately worthwhile, and for many couples, a necessary process to grow. Based on the results, the researcher proposes that therapists use narrative therapy in order to work with couples in long-distance relationships. By helping clients externalize the problem through opening up new possibilities for them to describe their difficulties, clients can begin to develop new ways of understanding themselves and others. A discussion with regards to how individuals in Chinese cultures manage conflicts in romantic relationships is included to remind therapists to be culturally sensitive when managing conflicts in collectivistic cultures, which have a tendency towards indirectness, unassertiveness, and lack of confrontation.     

A Construct Modeling Approach to the Assessment of Reading Comprehension for Adolescent Readers

This article describes the development of an assessment system for adolescent reading comprehension. It presents a research context—a reading intervention implemented in middle and high schools in an urban district—which became the impetus for the work. The article outlines the organizational principles of construct modeling that guided the design of the measures and describes the theory and research on adolescent reading that formed the basis of the work. It outlines the technical aspects of the measurement system and the methodology used to analyze internal and external validity. The curriculum-embedded assessment profiled in this study informs teachers about student learning. It also grounds assessment in cognitive and learning theory, thereby linking the assessments to broader content standards and current research and policy. By aligning what is taught with what is assessed, the article adds to a growing body of work that calls for increased integration between reading intervention and assessment teams.     

Prior knowledge and correlational structure in unsupervised learning.

Prior knowledge has been shown to facilitate both supervised and unsupervised category learning, but questions remain about how this facilitation occurs. This article describes two experiments that investigate the effects of prior knowledge on unsupervised learning, using the exemplar-memory task of Clapper and Bower (2002). Experiment 1 demonstrates that prior knowledge facilitates learning in this task, as expected, and that this facilitation extends to both knowledge-relevant and knowledge-irrelevant features of the new categories. Experiment 2 shows that knowledge facilitates learning not only by increasing the probability that people will discover separate categories, but also by making the features of different categories seem less interchangeable, thereby reducing interference and confusion among them. Taken together, these experiments demonstrate that prior knowledge has multiple effects on unsupervised learning and suggests that the exemplar-memory task may provide a useful procedure for disentangling and investigating these effects.     

Getting Out of the Way: A Strategy for Engaging Students in Collaborative Learning

The author describes what has been entailed in a shift from a teacher-centered approach — one which relied on her expertise in Chinese studies — to a more student-centered approach in which the teacher creates a learning environment and seeks to “get out of the way” of student learning. She describes concrete strategies for de-centering herself and empowering students, and discusses the roles and responsibilities of the teacher in this alternative model.     

A theory of behavior in a two-valenced psychoecological space

A theory of behavior in a two-valenced psychoecological space is presented. It is an extension of Miller's theory of approach-avoidance mechanisms into a two-dimensional space. It incorporates a learning theory, which describes how the approach and avoidance gradients are built up following experiences over time. It also includes a choice model for an individual's action within the space. The theory describes an organism as active in its psychoecological space, interacting with the environment. The theory is explicated mathematically with a combination of algebraic and stochastic functions and simulated on a computer parallel to an illustratory experimental example with the behavior of rats in an open-field situation with positive reinforcement and punishment at different spatial positions. Examples from simulations with different learning and choice parameters are given together with examples of the changing approach and avoidance surfaces. The predicted behavior patterns are compared with empirical findings in the open-field observations, and the results are used to determine plausible sets of parameter values for the different experimental conditions.     

Policies and practices of transport companies that promote or hinder the management of driver fatigue

This report describes long-distance transport companies' managerial practices and how these might contribute to on-road driver fatigue. Some companies engaged in practices that were inconsistent with the management of fatigue. Very few had formulated fatigue management policies, but many reported having policies that could aid in managing driver fatigue. However, the potential benefit of such policies was often compromised by their operational practices. This included setting limits on driving time, but failing to communicate them to drivers or take action when drivers exceeded them. Companies were prepared to hire drivers with little industry experience, but did not provide them with education about fatigue. Companies monitored driver fitness for duty and fatigue, but used methods that relied on others' observations or investigations after a problem had arisen. There was also acknowledgement that punitive action could be taken against drivers who were unfit for duty, or unable to meet the companies' delivery deadlines. Almost all companies had drug and alcohol policies and believed their drivers did not use drugs, though they believed drug use was common in other companies.     

A modified model of the Hebbian synapse and its role in motor learning

The `Hebbian synapse', an old neuro-psychological concept which describes the process of associative learning at the synaptic level, is being increasingly confirmed by neuro-biological explanations. The purpose of the present paper is to show that sensorimotor learning, which is essentially non-associative, can also be explained by Hebbian learning. This requires a re-definition of the Hebbian synapse ensuring convergence of the synaptic weight. Re-defined Hebbian learning then appears as a linear adaptive filter known in the field of adaptive signal processing, which in turn is equivalent to the delta rule used to train artificial neural networks. For motor learning, the modified Hebbian synapse must be embedded into a special learning algorithm called `auto-imitation'. This is a non goal-oriented inductive learning algorithm, enabling a controller to adopt a general rule from being shown only a few examples of that rule. When applied to motor learning, the neural controller can acquire the capability to online invert the behavior of the plant to be controlled. The complete learning process then can be described as a relaxation process between the controller and the controlled system, which is governed by long-term potentiation (LTP), the neuro-physiological process underlying Hebbian synaptic shaping.PsycINFO classification: 2330     

中文阅读中长距离回视引导机制的眼动研究

从记忆的角度, 探讨中文阅读中长距离回视的引导机制。采用眼动实验, 操纵了回视条件(实验1)、回视可见性(实验2)、目标词位置及词频变量。结果发现:与不阅读组相比, 阅读组的最初回视误差更小, 定位效率更高; 与可见组相比, 不可见组累积回视距离更大, 且难以正确定位目标; 目标词位置主效应显著, 而词频主效应不显著。结果表明, 回视具有空间选择性, 最初的回视由空间记忆引导, 最初回视后的修正眼跳在文本可见情况下才能正常进行, 而词频这一言语属性对回视没有显著影响, 本研究结果支持了空间编码假设。     

“Cyber” Barth

This article describes a study of the theology of Karl Barth carried out by four students at Memphis Theological Seminary who used the Internet and e-mail in addition to other means for learning. Dr. Donald K. McKim taught the class and here describes the way in which the class was structured, how students used the World Wide Web, a Newsgroup in which students participated, and their use of e-mail to amplify discussion. McKim indicates the advantage of using these resources which introduced students to a “new world” of media and unique resources, linked them with others throughout the world who also had an interest in Barth, and provided an enhanced means of communication for the students with each other and with the professor. He also provides further reflections about the experience in relation to seminary teaching.     

The Creation of the Wabash Center Internet Guide

SUMMARY

This article describes the process through which the Wabash Center Guide to Internet resources in religion was conceived and developed. The resulting structure of the Guide is described, and comments are made concerning possible ways in which the Internet can contribute to the learning process in theology and religious studies. A vision for the future of this Guide or other similar efforts is also outlined.     

Constructivism and the Role of Skills in Mathematics Instruction for Academically At-Risk Secondary Students

Summary

Instructional uses of technology in special education have evolved considerably over the last two decades. Many researchers have moved away from stand alone uses (e.g., computer assisted instruction) toward an array of different technologies that serve as tools in complex learning environments. A change in thinking about teaching and learning has also occurred, as researchers have moved away from didactic instructional methods to constructivist approaches. Yet constructivism remains problematic for many in the field, in part because of the traditional emphasis on skills in day-to-day instruction. This article describes how skills instruction can be an important feature of constructivism for teaching special education students.     

Training Groups: A Basic Life Cycle Model

This article describes a group training model that differs from the traditional T-group model in structure, leadership, and assumptions about learning. The life-cycle model of training is based on situational leadership, differential structures depending on group maturity, and integration of conceptual and experiential learning experiences.     

The Pedagogy of the Online Wisdom Community: Forming Church Ministers in a Digital Age

Abstract. While electronic learning is transforming the face of higher education today, some in the theological community question whether it is appropriate for the specific goals of graduate level theological formation for ministry. Drawing on the work of one theological faculty, this article answers yes. The author describes the school's hybrid model of distance education pedagogy. He discusses the underlying teaching and learning principles that guided the faculty in their development of this model, and, in particular, the pedagogical ideal of the learning cohort as a “wisdom community.” Web‐based instruction can be effectively designed to nurture wisdom communities for integrative learning. The author describes the “pedagogy of the online wisdom community” from his experience of Web‐based distance education teaching. The growing demand for ministry formation programs, particularly in mission areas, underlines the urgent need for continued study of the role of technology in theological pedagogy.     

空间路线学习中的前向测试效应

空间路线信息学习中的前向测试效应及其机制有待检验。研究以虚拟背景下的住宅小区为实验材料, 要求被试学习同一场景4个方向的路线信息(实验1)以及4个不同场景(实验2)的路线信息。结果表明, 在路线1~3的测试中, 同一场景下路线信息相似性高, “隔离”干扰的难度大, 在测试过程中的干扰率高于不同场景的路线信息。在路线4的测试中, 两个实验中测试组的回忆正确率均显著高于重学组, 干扰率则显著低于重学组, 出现了前向测试效应。这些发现表明, 测试可以通过“隔离”来自先前学习信息的前摄干扰来增强后续空间信息的学习。研究结果揭示了空间路线学习中的前向测试效应及其机制, 支持前摄抑制减少理论, 证实了前向测试效应在生活中具有广阔的应用性。