Modeling spread,interlace and interchange of information processes with variable domains

In this paper a semantic metalanguage is developed and designed to study the occurrence, spread and safe interaction of semantic processes in information modeling systems, including cognitive interference. An approach to construe a semantic network is proposed and based on a computational model in which both nodes and arcs are information processes. Concepts are represented by intensional objects within the framework of theories without types, and they, in turn, are considered as special counterparts of typed theories. Similar mixing was used in model studies for lambda calculus. To a contrast with them, in this paper, information processes correspond to parameterized metadata objects, which are variable domain constructs. Transformations of variable domains correspond to the spread of the process. Directional transformation provides the generation of metadata targets in the form of parameterized concepts. This simulates the development of the process, which corresponds to the spread of cognitive interference and allows the interpretation of a hidden time factor. The emerging model is purely process based and provides such a conceptual framework. The possibility of coding this framework with a system of interdependent lambda terms is reflected.     

高中生目标定向、学习策略、归因与成绩的关系

该文采用问卷调查的方法,对270名高中生的目标定向、学习策略、归因的特点及其与成绩的关系进行了研究。结果表明：1）男生的掌握定向倾向强于女生,且在学习中更多地采用认知和元认知策略,而女生则具有更明显的能力和内部归因。2）归因与目标定向、学习策略间呈现出较为复杂的相关关系。3）复述策略和努力归因能够负向预测成绩,调节和努力管理策略可以正向预测成绩,而目标定向通过归因和学习策略间接影响成绩。     

Offline consolidation supersedes prior knowledge benefits in children's (but not adults’) word learning

Prior linguistic knowledge is proposed to support the acquisition and consolidation of new words. Adults typically have larger vocabularies to support word learning than children, but the developing brain shows enhanced neural processes that are associated with offline memory consolidation. This study investigated contributions of prior knowledge to initial word acquisition and consolidation at different points in development, by teaching children and adults novel words (e.g., ballow) that varied in the number of English word‐form “neighbours” (e.g., wallow, bellow). Memory for the novel word‐forms was tested immediately after training, the next day and 1 week later, to assess the time‐course of prior knowledge contributions. Children aged 7–9 years (Experiments 1, 3) and adults (Experiment 2) recalled words with neighbours better than words without neighbours when tested immediately after training. However, a period of offline consolidation improved overall recall and reduced the influence of word‐form neighbours on longer term memory. These offline consolidation benefits were larger in children than adults, supporting theories that children have a greater propensity for consolidating phonologically distinctive language information. Local knowledge of just a single word‐form neighbour was enough to enhance learning, and this led to the individual differences in word recall that were related to adults’ global vocabulary ability. The results support the proposal that the relative contributions of different learning mechanisms change across the lifespan, and highlight the importance of testing theoretical models of word learning in the context of development.     

试论内隐学习的多水平动态观

文章回顾了关于内隐学习意识性的实证研究和理论探讨。在此基础上,借助Karmiloff—Smith的表征重述概念,构建了一个多水平觉察状态、多水平表征机制、多水平能量需求的内隐学习机制动态观。该观点不同于以往对内隐学习的静态分析,揭示了内隐学习和外显学习在机能上的连续性,     

非文字内隐学习的优势效应

本研究以大学生为被试,运用计算机将人工语法范式程序化,分别以色块串和色词串为材料,研究颜色内隐和外显学习的特点;并增设时间变量（单元）以了解学习的详细进程。结果发现：1.学习材料上存在主效应,非言语材料（包块）较言语材料（色词）更适合于内隐加工。2.时间变量上也存在主效应,整体呈递增趋势;3.指导语上不存在主效应,即内隐学习在不同材料上的优势效应依然存在。实验结果极好地支持了非文字内隐学习优势效应的假设。     

初一学生英语单词记忆策略的训练研究

在初一学生英语单词学习中引入关键词和概念归类策略训练,探讨了记忆策略的训练效果和自我效能对英语单词记忆的影响。结果发现：两种策略训练都能显著提高初一学生英语单词扇一效果相近;关键词策略训练可显著提高低自我效能被试的自我效能感;记忆自我效能对英语单词记忆行为有显著影响,高自我效能被试在训练后英语单词记忆成绩更好。     

多面体的一面:第二语言学习的社会化过程

第二语言学习过程是社会互动情景中的言语活动,"热"的社会化过程是第二语言学习过程的有机组成部分;形成第二语言情景下的文化心理参照系认知能力和文化适应能力是第二语言的言语能力重要内容;第二语言学习过程中的言语变异现象部分源于学习者的社会心理结构特征。     

重复学习判断中的低自信效应

学习判断是元认知判断的一种重要形式,是对未来回忆成绩的预测。重复学习判断中的低自信效应是一个有趣而反常的现象,指在重复学习测验中,学习判断往往低估了回忆成绩的增加,出现低自信的一种现象。目前,大部分实验证据支持重复学习判断中的低自信效应是普遍存在的,但也有一些实验结果表明该效应是受一定条件限制的。对于这种低自信效应的作用机制,研究者提出了不同的理论模型（如,锚定调整假说、记忆偏向消除理论、过去测验记忆的启发式假说等）进行了深入探讨。最后,文章还指出了此领域现有研究的局限和有待研究的问题