初中代数“有理数”程序教学实验研究

本研究对程序教学与传统教学的效果作了对比。研究表明,程序教学可以缩短学习时间、提高学习效果、激发学习动机,有助于自学能力的培养。如果程序教材能够符合学生的认识规律,在教材中尽量增加启发因素,那么程序教学对于思惟能力的培养也可以起到积极的作用。     

文昌鱼的光动反应

文昌鱼的中枢神经系统早在上个世纪就受到神经解剖学家们的注意。这是因为它代表着动物演化上的一个很典型的阶段。在这个阶段,动物身体的背侧开始有了神经管。这个神经管在外形上很象脊椎动物胚胎初期形成的神经管,其内部的神经组织也较简单。此外,正如神经管初成阶段的脊椎动物胚胎一样,文昌鱼还不具备发育的和特异     

儿童对客体运动速度的认知发展——5—11岁儿童比较匀速直线运动光点速度的实验

本研究的目的是继续探讨不同年龄儿童对运动速度认知发展的水平和特点。被试为5—11岁儿童共205人,每组28—30人。采用个别实验。主试改用仪器显示在三种不同条件下的两个光点的等速匀速运动。令儿童比较它们的运动速度。每做完一个项目后不管儿童回答是否正确都要求他们说明理由。 实验结果表明:1)本实验条件下儿童对光点运动速度的认知同对玩具小汽车速度的认知有大体相同的发展趋势和年龄阶段的特点。2)本实验中儿童对光点速度的认知在以下几方面有别于对玩具小汽车运动速度的认知:a.从8岁起儿童依据两个光点之间的距离判断速度的人次随年龄增加。b.当儿童不能整合时、空因素时,空间因素的优势作用有减弱的趋势。3)较大儿童能采取各种策略主动解决问题。     

The Stroop congruency effect is more observable under a speed strategy than an accuracy strategy

Naming the ink color of an incongruent color word (e.g., RED printed in green) usually takes longer than naming the ink color of a color bar. However, when the ink matches the word (e.g., RED printed in red), naming tends to be faster. These phenomena are known as the STroop interference effect and the Stroop congruency effect, respectively. Although the interference effect has been robust and reliable across studies, the congruency effect tends to be elusive. It was hypothesized that this variation in outcomes might be related to subjects' response strategy. The experiment conducted to test this hypothesis induced either a speed or an accuracy strategy in two separate groups of subjects. Significant interference effects were found for both groups and the magnitudes did not differ. At the same time, the congruency effect was observed in the speed group but not in the accuracy group. These results suggest that researchers who wish to observe and study the Stroop congruency and interference effects should place special emphasis on speed. Implications of the study for a model of the Stroop effect are also discussed.     

平行斜线诱导的垂直错觉之规律及原因初探

此实验测定了20个大学生和青年工人的垂直错觉。错觉模式的诱导部分为一组平行斜线,测试部分为差不多互相垂直的竖直线和水平线。在平行斜线诱导下,被试产生了把测试部分看成垂直的错觉。错觉量的大小与诱导线的倾斜角度有关。把此错觉模式的诱导部分与测试部分分开,以实体镜观察时(一个眼各看一部分,两眼同时观察)则没有发生错觉,说明此错觉最初可能发生于视网膜上。此错觉可用侧抑制理论来解释。     

4-6岁儿童认知发展过程中直接认知成分与间接认知成分相互关系的研究

本实验是分析学前儿童认知过程中三种不同的条件(实物、照片、语言指示)对儿童计数、操作和比较活动的影响,探讨认知的各直接成分和各间接成分的关系在儿童认知发展中的作用;并了解3—6岁儿童在三种认知活动中的特点。     

全球地域化:基督宗教在华传播史的一种诠释——对章开沅"传播与植根"观念的解读

章开沅自20世纪80年代中期涉足中国基督宗教史研究领域.他通过深入考察基督宗教在中国传播的历史进程,精辟阐释中西文化的巨大差异,透彻解析中外基督徒有识之士的经典著述,站在跨文化对话的高度,对中国基督宗教史予以"全球地域化"解读.章开沅认为,只有构筑中国本土化的世界观与价值观,才是基督宗教在华"传播与植根"的必由之路.     

玄门修行秘宝——《修真内外火候全图》

对金丹大道略有了解的人都知道,金丹真传最重口诀。自古圣真口口相授,代代相传,惟有通天之志者,乃可作为载道之器而接承之。故《悟真篇》有诗云:“饶君聪慧过颜闵,不遇明师莫强猜,只为金丹无口诀,教君何处结灵胎?”而口诀之外,另有三秘,一曰关窍部位,二曰火候次第,三曰内景隧道     

Stopping rules for multi-category computerized classification testing

Computerized classification testing (CCT) aims to classify persons into one of two or more possible categories to make decisions such as mastery/non-mastery or meet most/meet all/exceed. A defining feature of CCT is its stopping criterion: the test terminates when there is enough confidence to make a decision. There is abundant research on CCT with a single cut-off, and two common stopping criteria are the sequential probability ratio test (SPRT) statistic and the generalized likelihood ratio statistic (GLR). However, there is a relative scarcity of research extending the SPRT to the multi-hypothesis case for when there is more than one cut-off. In this paper, we propose a new multi-category GLR (mGLR) statistic as well as a stochastically curtailed version of the CCT with three or more categories. A simulation study was conducted to show that the mGLR statistic outperformed the existing stopping rules by generating shorter average test length without sacrificing classification accuracy. Results also revealed that the stochastically curtailed mGLR successfully increased test efficiency in certain testing conditions.     

Word Learning in L2 Chinese: from Perspectives of Learner-Related and Language-Related Factors

Journal of Psycholinguistic Research - Word learning in a second language (L2) is a complex process, which is affected by learner-related (e.g., morphological awareness) and language-related (e.g.,...