The role of locomotion in the acquisition and transfer of spatial knowledge in children

The role of locomotion in the acquisition and transfer of spatial knowledge was investigated in 144 five-, seven- and eleven-year-old children. Two experiments were conducted in the Kiel locomotor maze. In the first experiment, one group of children explored the spatial layout by walking through the maze, while another learned the maze by surveying the layout. In the second experiment, children were exposed to one of two orientation tests in the maze, one of which could be solved using "landmark orientation", the other only using a "relational place orientation". Children sitting by the side of the experimental chamber surveying the maze needed fewer trials to learn the spatial layout than children exploring the environment in the locomotion condition, but in the orientation test demanding the "relational place orientation" children who had explored the maze in the locomotion condition outperformed the children in the non-locomotion condition. Results are discussed in the context of cognitive mapping models.     

Equivalence relations in individuals with language limitations and mental retardation

The study of equivalence relations exhibited by individuals with mental retardation and language limitations holds the promise of providing information of both theoretical and practical significance. We reviewed the equivalence literature with this population, defined in terms of subjects having moderate, severe, or profound mental retardation. The literature includes 55 such individuals, most of whom showed positive outcomes on equivalence tests. The results to date suggest that naming skills are not necessary for positive equivalence test outcomes. Thus far, however, relatively few subjects with minimal language have been studied. Moreover, we suggest that the scientific contributions of studies in this area would be enhanced with better documentation of language skills and other subject characteristics. With recent advances in laboratory procedures for establishing the baseline performances necessary for equivalence tests, this research area is poised for rapid growth.     

论易学"涪陵学派"的形成、特点与深远影响

形成于两宋交替时代而极盛于南宋的易学"涪陵学派",具有悠久的理学传统、庞大的学术队伍、强烈的爱国感情以及浓厚的地域特色等特点.该学派对我国封建社会后期"程朱理学"的形成起到了承传的作用,对四川特别是涪陵的文化与教育有着极其深远的影响.     

Functional recovery of skilled forelimb use in rats obliged to use the impaired limb after grafting of the frontal cortex lesion with homotopic fetal cortex

The long-term effect of transplanting embryonic frontal cortex into a unilateral frontal cortex lesion has been studied in adult rats. Before surgery, activity in an open field, muscular strength of both forelimbs, and performance in a paw-reaching-for-food task were scored in 26 rats. In 21 animals a unilateral cortex lesion was then made in the forelimb motor area of the hemisphere contralateral to the preferred paw in the paw-reaching-for-food task, while the other 5 animals were sham-operated. On retesting, the lesion animals changed the preferred paw. A solid homotopic transplant of embryonic tissue (embryonic day 17) was then placed in the lesion cavity in 11 of the lesion rats. Three months later neither lesion alone nor lesion plus transplantation affected open field behavior and muscular strength, but the lesion permanently affected performance in the paw-reaching-for-food task, as shown by a change of preferred paw and a functional deficit in the paw contralateral to the lesion. Transplantation ameliorated the deficits caused by the lesion, but this was only evident when animals were forced to reach with the paw contralateral to the lesion plus transplant. The behavioral results were independent of the size of the lesion and graft. Connections between graft and host tissue were studied by means of the fluorescent tracer 1,1'-dioctadecyl-3,3,3'3'-tetramethylindocarbocyanine perchlorate (DiI). A dense array of labeled fibers was found in the host cortex adjacent to the transplant. The results suggest that functional recovery depends on grafting but is only evident when the animal is obliged to use the affected limb.     

中国古代的自主学习思想探析

从自主学习的价值、自主学习的原则、自主学习的教学等方面探讨了中国古代的自主学习思想。中国古代学者强凋为学贵在自求自得。注重立志、学思结合、知疑善间、自我省察、相互切磋等自主学习原则。主张遵循启发式的、少而精的教学原则来培养学生的自主学习能力。     

带状记忆仪的研制

本文介绍了一种最新研制的适用于师范类大专院校教育及心理专业的心理学实验教学装置"带状记忆仪".     

论学习的基本类型与教学设计──学习双机制理论的教学模式

本文阐述了学习的双机制理论关于学习的基本机制的观点,根据该学习理论对知识分类进行了新的划分,并分析了不同类型知识学习的信息加工过程与特点,然后提出了课堂学习与教学的“七阶段模型”及相应的教学设计。     

定量运动负荷后间隔不同时间的肘关节动觉方位准确性

该研究以过去研究中发现的定量运动负荷可以显著提高肘关节动觉方位准确性为基础,试图讨论这种定量运动负荷后间隔不同时间的肘关节动觉方位准确性。     

“组织学习障碍”研究

组织要进行真正的学习 ,就必须克服“组织学习障碍”。“组织学习障碍”分为“单环学习障碍”和“双环学习障碍”两大类。为了克服“组织学习障碍”,首先必须消除组织的习惯性防御机制 ,然后进行“学习型组织”的各项修炼。     

The Effects of a Self-Management Program in Reducing Off-Task Behavior

Two adolescents with learning disabilities were taught to use a self-management program to decrease off-task behavior in two general education classes and a study hall class. The self-management program included three components—a checklist, a behavior rating scale, and a self-monitoring form. A multiple baseline design was implemented across settings for each participant. The findings indicated that the self-management program was successful in all three settings in decreasing off-task behaviors. Additionally, the teacher ratings of student behavior were found to increase during self-monitoring, suggesting the overall behavior of the students improved during the self-management program. The results are discussed in terms of the novelty of using teacher ratings of student behavior to demonstrate a relationship between the implementation of the self-management program and teacher reports of changes in other classroom behaviors.