Does It Matter Whether One Takes a Test on an iPad or a Desktop Computer?

To investigate possible iPad related mode effect, we tested 403 8th graders in Indiana, Maryland, and New Jersey under three mode conditions through random assignment: a desktop computer, an iPad alone, and an iPad with an external keyboard. All students had used an iPad or computer for six months or longer. The 2-hour test included reading, math, and writing items adapted from released NAEP 8th grade tests. Overall, no significant difference was found on the reading, math, or writing section scores or section response time among the three mode conditions. Further, roughly comparable numbers of students reportedly favored testing using an iPad or a desktop computer, but using a preferred mode did not lead to significantly higher section scores. These findings suggest that there is no noticeable disadvantage associated with taking a test on an iPad than on a desktop computer for experienced users of these two studied devices.     

在综合基础上创新——鼠伤寒菌pla基因及其功能研究的思考

鼠伤寒菌pla基因及功能的研究从课题确立到取得结果整个过程,充分展现了综合研究方法在现代科学研究中的重要作用;在综合基础上的创新是科学研究成功的中心环节。     

高师生心理健康教育实验研究

本文采用自然教学实验的研究方法,探讨心理健康教育对高师生健康信念、健康行为和健康水平的影响,以高师９５级大学三年级学生１２６个为实验组,进行５４个课时的心理健康课程教学,并以同校同级学生１０９个对照组。采用健康信念和健康行为调查表和Ｃａｗｔｅ健康量表,对实验组和控制组被试进行调查和测试。结果表明,心理健康教育不仅明显改善了高师生的健康信念和健康行为,而且提高了他们的身心健康水平。     

Conversation Orientation and Cognitive Processes: A Comparison of U.S. Students in Initial Interaction With Native‐ Versus Nonnative‐Speaking Partners

The present study compares thought patterns, perceptions of interaction (perceived interaction smoothness and interaction involvement), and conversation orientation of U.S. students (N = 60) in dyadic interaction with a partner who is either another American or a non‐American nonnative speaker of English. As hypothesized, U.S. participants with nonnative‐speaking partners perceived interaction as more difficult, or less smooth, than did their counterparts with native‐speaking partners. U.S. participants with nonnative‐speaking partners also displayed different thought patterns, having more thoughts showing confusion, as well as more thoughts focused on the partner and less on the content of the ongoing conversation, than those with fellow native‐speaking partners. U.S. participants with a nonnative‐speaking partner also exhibited a different conversation orientation pattern, focusing more on understanding of the other's message, less on clarifying their own message, and less on displaying their own involvement. Specific thought categories and perceived interaction smoothness were correlated with conversation orientation indices for participants in interactions between native and nonnative speakers. Finally, interaction involvement was found to contribute most to variation in perceived interaction smoothness for both U.S. and non‐U.S. participants in interactions between native and nonnative speakers. Implications of the findings are discussed.     

大学生课堂笔记策略现状研究

采用现场研究和自编问卷来考察大学生课堂笔记学习策略的现状与特点。结果表明：（1）大学生都知晓课堂笔记的重要性,价值认知上不存在差异,但记笔记的具体行为存在着课程、性别和学科差异;（2）大学生记笔记的动机,主要是为了应付考试。但笔记利用率很低;（3）大学生记笔记的技术,大多采用传统做法,很少用到更主动概括、更利于认知发展的线性技术和矩阵技术,且文科、理科和艺术类学生没有差别;（4）女生在课堂笔记质量上的得分显著高于男生;（5）课堂笔记质量与学习成绩存在极其显著的正相关。     

从词频和新旧效应探讨再认测验中的定向遗忘

本文采用字表方式,从高低词频和新旧效应角度,探讨内隐和外显测验中定向遗忘效应的存在性及其机制问题。结果发现:(1)低频词在两种测验中都存在定向遗忘效应,而高频词仅存在于外显测验中。(2)两种测验中都存在指示记住的新旧效应,而外显测验中不存在指示忘记的新旧效应。由此推断,测验间在没有"意识和无意识"相互污染的理想情况下,只有外显测验可获得定向遗忘效应;定向遗忘的机制可能是选择性编码机制。     

小学生"去括号"运算规则的样例学习

为了考察小学生样例学习能力的发展和完整与不完整样例以及样例分类作业对样例学习效果的影响,作者采用完整和不完整样例以及"不完整样例-分类"三种学习作业,对270名3-5年级小学生学习"去括号"运算规则的效果进行了实验研究.结果表明:小学生"去括号"运算规则样例学习的能力随年级的增长而提高;样例分类作业对小学生学习"去括号"运算规则具有促进作用;不同类型的样例对学习不同难度的"去括号"运算规则的学习效果不同.     

马克思的政治哲学视阈下的《共产党宣言》

重新审视<宣言>的政治哲学思想,意味着在对政治哲学基本概念的分析基础上,能够把握马克思的政治哲学与马克思主义政治哲学之间的关系,并且在存在、建构和超越的逻辑进路下辨明马克思的政治哲学在<宣言>中是通过三个核心范畴的命题而确立的.通过对<宣言>具体内容的抽象,<宣言>在三大范畴性进步的基础上,成功地从本体论、认识论和方法论三个方面体现了马克思的政治哲学的科学性、进步性、前瞻性和先进性.     

教师工作压力与职业枯竭的关系：职业承诺的调节效应

应用工作压力、职业枯竭和职业承诺问卷对中小学教师2114人进行调查,主要探讨职业承诺对工作压力与职业枯竭关系的调节效应。结果发现：工作压力与职业枯竭的情绪衰竭、非人性化、认知枯竭具有显著正相关,情感承诺、规范承诺与职业枯竭具有显著负相关;教师职业承诺以及所包括的情感承诺、留职承诺、规范承诺对工作压力与职业枯竭关系具有负向调节效应;不同教龄段教师在职业枯竭不同方面存在差异。     

上行比较影响行为表现—不同类型高自尊的作用

已有研究表明,上行比较对高自尊个体产生积极效应。然而鉴于高自尊包括安全性高自尊和防御性高自尊,有必要在上行比较影响不同任务领域内的行为表现这一观点的基础上探讨高自尊的不同类型对上行比较与行为表现之间关系的影响。两个实验均采用高自尊类型、上行比较和任务领域一致性的2×2×2混合因素设计,不同之处在于其分别采用创造性测验和非创造性的语词测验作为不同领域任务。结果表明,防御性高自尊个体没有像安全性高自尊个体那样采取领域转换策略来修复自我关注,由上行比较所引起的领域转换只对安全性高自尊个体产生积极影响。