论学习迁移规律在中医教学过程中的地位与作用

学习迁移泛指一种学习对另一种学习的影响,一般指先前学习已获得的知识、技能、方法和态度对以后学习新的知识技能及研究解决问题的影响。通过学习迁移现象在中医教学过程中的不同表现,指出学习迁移规律是符合中医的教学规律的,有意识地应用学习迁移规律能够很好地促进中医教学,并就如何应用学习迁移规律改进中医教学提出了自己的看法。     

Discriminated interresponse times: role of autoshaped responses.

When discriminated interresponse-time (IRT) procedures have been used to assess preference relations among temporally extended operants, deviations from matching have been obtained. Using a yoked-control procedure, the present study found that key pecking in a discriminated IRT procedure has two sources of strength--that arising from the response-reinforcer contingency that is explicitly arranged, and that arising from a stimulus-reinforcer contingency that is a by-product of the explicitly arranged contingency. The key pecking of all lead birds, and that of 3 of the 4 birds exposed to a yoked autoshaping procedure, was controlled by the keylight that signaled the lead birds' criterion IRTs. Because stimulus control of key pecking by the keylight, whether autoshaped or discriminative, fosters deviations from matching, the discriminated IRT procedure does not provide an appropriate basis for conclusions about preference relations among IRTs.     

Situational information and the design of representative learning tasks: What impact does a scoreboard have on expert taekwondo fighters' behaviour and affective-cognitive responses?

Designing representative learning tasks is one means to enhance sports practice. Recent work has highlighted how the presence of situational information could help the design of these tasks by shaping intentions and enhancing the affective demands of practice, however this has yet to be empirically tested. This study tested this hypothesis by manipulating the presence of a scoreboard featuring time and score situational information as expert taekwondo athletes fought in practice. Nine taekwondo fighters fought with and without situational information in a counterbalanced order. Behaviour was assessed by tracking fighters' location coordinates to assess fighter-fighter dyad coordination and through notational analysis of attacking actions. Affect and cognition were assessed with mixed-methods that included perceptual scales measuring anxiety, arousal, mental effort, score perception, and post-fight video-facilitated confrontational interviews to explore how conditions differed. The results revealed that the presence of the situational information had significant effects on taekwondo players. When present, fighters reported greater cognitive anxiety (d = 0.39, p < 0.05), somatic anxiety (d = 1.11, p < 0.05) and emotion intensity (d = 0.33, p < 0.05). The enhanced affective demands were associated with behaviour changes that included fighters preferring to spend time at closer distances (d = 0.25, p < 0.05), and more predictable technique selection (d = 1.04, p < 0.05). Qualitative data supported these findings. Players also reported their intentions were coupled to the context of scoreboard. This study reveals that situational information changes the affective and behavioural demands of practice to be more like competition. Further, situational sampling affords performers the opportunity to practice attuning to the relevant affordances for a specific context.     

The Recruitment of Shifting and Inhibition in On‐line Science and Mathematics Tasks

Prior research has investigated the recruitment of inhibition in the use of science/mathematics concepts in tasks that require the rejection of a conflicting, nonscientific initial concept. The present research examines if inhibition is the only EF skill recruited in such tasks and investigates whether shifting is also involved. It also investigates whether inhibition and/or shifting are recruited in tasks in which the use of science/mathematics concepts does not require the rejection of an initial concept, or which require only the use of initial concepts. One hundred and thirty‐three third‐ and fifth‐grade children participated in two inhibition and shifting tasks and two science and mathematics conceptual understanding and conceptual change (CU&C) tasks. All the tasks were on‐line, and performance was measured in accuracy and RTs. The CU&C tasks involved the use of initial concepts and of science/mathematics concepts which required conceptual changes for their initial formation. Only in one of the tasks the use of the science/mathematics concepts required the concurrent rejection of an initial concept. The results confirmed that in this task inhibition was recruited and also showed that the speed of shifting was a significant predictor of performance. Shifting was a significant predictor of performance in all the tasks, regardless of whether they involved science/mathematics or initial concepts. It is argued that shifting is likely to be recruited in complex tasks that require multiple comparisons of stimuli and the entertainment of different perspectives. Inhibition seems to be a more selective cognitive skill likely to be recruited when the use of science/mathematics concepts requires the rejection of a conflicting initial concept.     

Translating the ICAP Theory of Cognitive Engagement Into Practice

ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement.     

The Role of Atomic Repertoires in Complex Behavior

Evolution and reinforcement shape adaptive forms and adaptive behavior through many cycles of blind variation and selection, and therein lie their parsimony and power. Human behavior is distinctive in that this shaping process is commonly "short circuited": Critical variations are induced in a single trial. The processes by which this economy is accomplished have a common feature: They all exploit one or more atomic repertoires, elementary units of behavior each under control of a distinctive stimulus. By appropriate arrangements of these discriminative stimuli, an indefinite number of permutations of atomic units can be evoked. When such a permutation satisfies a second contingency, it can come under control of the relevant context, and the explicit arrangement of discriminative stimuli will no longer be required. Consequently, innovations in adaptive behavior can spread rapidly through the population. A consideration of atomic repertoires informs our interpretation of generalized operants and other phenomena that are otherwise difficult to explain. Observational learning is discussed as a case in point.     

高校多媒体教学环境下的教-学-学习绩效关系的建模与分析

本文是在先前建立的多媒体教学环境下教师授课、学生学习和学习绩效的3个因素结构模型基础上,采用路径建模技术,建立了多媒体教学环境下教一学一学习绩效关系模型。基于对该路径模型的分析,获得如下结论：（1）多媒体教学中影响因素的主导作用是沿着学习者认知加工过程中的信息流而展开的;（2）对于学生在课堂中的信息加工,影响最大的因素是教师授课时对学生的能力培养,影响为其次的因素是教师的授课技术;（3）课件的良好界面信息设计对学生的知识掌握起重要作用;（4）诸如授课速度过快、信息量过大等多媒体教学中的易现问题会增加学生的外在认知负荷而降低学习效果;（5）在多媒体教学中,教师与学生都要注意学生学习风格来更好地进行教学或学习。     

The role of novelty in early word learning

What mechanism implements the mutual exclusivity bias to map novel labels to objects without names? Prominent theoretical accounts of mutual exclusivity (e.g., Markman, 1989, 1990 ) propose that infants are guided by their knowledge of object names. However, the mutual exclusivity constraint could be implemented via monitoring of object novelty (see Merriman, Marazita, & Jarvis, 1995 ). We sought to discriminate between these contrasting explanations across two preferential looking experiments with 22‐month‐olds. In Experiment 1, infants viewed three objects: one name‐known, two name‐unknown. Of the two name‐unknown objects, one was novel, and the other had been previously familiarized. The infants responded to hearing a novel label by increasing attention only to the novel, name‐unknown object. In a second experiment in which the name‐known object was absent, a novel label increased infants’ attention to a novel object beyond baseline preference for novelty. The experiments provide clear evidence for a novelty‐based mechanism. However, differences in the time course of disambiguation across experiments suggest that novelty processing may be influenced by contextual factors.     

The preference for symmetry in flower-naïve and not-so-naïve bumblebees

Truly flower-naïve bumblebees, with no prior rewarded experience for visits on any visual patterns outside the colony, were tested for their choice of bilaterally symmetric over asymmetric patterns in a radial-arm maze. No preference for symmetry was found. Prior training with rewarded black and white disks did, however, lead to a significant preference for symmetry. The preference was not specific to symmetry along the vertical axis: a preference for horizontal symmetry was found as well. The results challenge the notion that a preference for bilateral symmetry is unlearned. The preference for symmetry was the product of non-differential conditioning.