超文本阅读绩效研究述评——认知的视角

网络不同于传统媒介的最大特点是以灵活的超文本形式呈现信息,超文本将关联的信息以网络状形式加以组织,读者可以通过链接从一个节点跳转到其他任何一个节点。本文回顾了超文本阅读的研究历程,指出目前这一领域研究存在的困境并试图寻找原因,在此基础上提出了今后研究的建议。     

Philosophy and the Maternal Body: Reading Silence

Book Information Philosophy and the Maternal Body: Reading Silence. By Michelle Boulous Walker. Routledge. London and New York. 1998. Pp. x + 235.     

Motivation for Reading and Writing in Kindergarten Children

This study characterizes the reading and writing motivations of kindergarten children. Four hundred fifty-one children participated in the study, answering questions measuring value, self-concept, and enjoyment of reading and writing. A factor analysis validated the conceptual motivational constructs. Findings indicate that kindergarten children have high motivation for both reading and writing, although scores for writing motivation were not as high as those for reading. Among the group studied, boys’ and girls’ motivational profiles are not markedly differentiated. Implications for future research and educational practices are discussed.     

图像读写:一个理论研究的新视点

从铺天盖地的各种广告到传播信息的多种影视媒介,从各种印刷图像到电子技术图像,人们对图像的统治无处可逃。图像是人的主观意识对客观世界及其关系的把握,体现的是人的自我意识活动规律及其自觉地应用于把握认识自身与客观自然世界的主观能力,视觉文化不依赖图像,而是依赖对存在的图像化或视觉化这一现代趋势。因此,图像并不简单地是一种对客观世界的模仿和复制,而是一种观念的塑造。这种观念的塑造基于传统的文化背景和文化发展的未来趋势,对传统的价值观采取的是一种继承和创新的态度,什么样的物质条件产生什么样的图像商品,什么样的时代…     

Reading and Writing: Psychoanalytical Treatment in a Case of Paranoia

Difficulties encountered in clinical work with psychoses require psychoanalytical approaches different from those used for treating neurosis. The authors use a clinical case of a paranoiac patient to highlight the role played by writing, drawing, and painting in the psychoanalytical treatment of psychosis. They also discuss the role of the reader-analyst in this patient’s transferential process, which led to the emergence of a new subjectivity.     

超文本:文本的解构与重构

计算机和信息处理技术正在改变着知识的性质,甚至“在知识构成体系内部,任何不能转化输送的事物,都将淘汰。一切研究成果都必然转化成电脑语言……今后,知识的创造者和运用者都要具有将知识转化成电脑语言工具的技巧———无论他们是在创造作品还是在搞研究”[1]。在信息技术迅猛发展的今天,利奥塔的这一预言似乎将迅速成为现实。除了网络上每天涌现的新资讯以外,全球范围的数字化浪潮正将人类已有的知识由铅字转换为比特,并以超文本的形式广泛传播。这些新开辟的文本空间,深化了人们对语言符号相互关系的认识,也影响和改变着我们对一系列问…     

Reading and Writing Motivation of Third to Sixth Graders

Motivational questionnaires (MRP-R and MWP) were used to investigate reading and writing motivation (self-concept and value) among 252 Hebrew-speaking students in third to sixth grade. CFA for reading and writing motivation revealed a close to reasonable fit, for the total sample and by gender. It yielded a low fit across the four grade levels. Four main results were obtained: (1) reading and writing motivation remained at the same level in all four grades; (2) reading motivation was higher than writing motivation; (3) students’ self-concept was higher than value in both reading and writing; (4) value of reading was higher than value of writing. It is suggested that educators take into account the importance of increasing reading and writing motivation in the early years of elementary school, before motivation stabilizes in third grade. Additionally, attention should be paid to the value that students attach to reading and especially writing, since it may be related to their involvement in reading and writing tasks. Further examination and development of the questionnaire assessing writing motivation is required. More implications of the results for developmental aspects of reading and writing motivation are discussed.     

Chinese Ink Brush Writing, Body Mimesis, and Responsiveness

This essay aims at an elucidation of the performative relation connecting artistic mimesis with the living body. Encompassing art theory and phenomenology of the body, the scope is to evince a crucial link between aesthetic interpretation, body motion, and mimetic creativity, with general implications for reflection on the body, as well as a deeper understanding of a major element of ancient Chinese culture. By mainly analyzing Chinese texts on ink brush writing, as well as some testimony taken from 20th century European philosophy, this essay, from a transcultural stance, tries to show how ink brush writing may be interpreted as a type of regulated body movement and body exercise. What appears as responsiveness within this phenomenal field is a specific form of mimesis, namely body mimesis. As a sort of imitative action, body mimesis runs through the bodily self, beyond consciousness, transforming it and shaping its behavior.     

Exploring the Inconsistent Labels and Definitions of Texts Used in Informational Reading and Writing

This article discusses the various labels and definitions given for texts used for informational reading and writing and the confusion caused by the inconsistency of terms. An EBSCO search on articles published from 2006 to 2011 in the three largest literacy-related professional organizations' journals produced a total of 59 articles. Nonfiction was the most frequent label used; the term “informational text” had the greatest number of definitions and disparity in use. The authors discuss the implications of these disparities in labels and definitions for both researchers and teachers.     

Structuring information interfaces for procedural learning

Interface design should be informed by the application of top-down cognitive principles derived from basic theory and research. Cognitive design principles from 2 domains, event cognition and media, were applied to the design of interfaces for teaching procedures. According to theories of event cognition, procedures should be presented hierarchically, organized by objects or large object parts and actions on objects. According to research on effects of media, adding appropriate graphics to text instructions can facilitate learning and memory. These principles were partially supported in 2 tasks: assembling a musical instrument and building a model. Although both top-down principles were effective in guiding interface design, they were not sufficient. They can be combined with iterative bottom-up methods to produce usable interfaces.