创新和知识经济与促肝细胞生长素的研制

创新是一个民族进步的灵魂,是科研工作的核心,是知识经济对知识的根本要求。促肝细胞生长素是治疗肝炎的有效药物,该药物研制成功的关键在于创新。纵观其研制过程的创新思路与实践,将有助于我们更新科研观念,增加创新意识。     

Discovering the Alphabetic Principle: A Lost Opportunity for Educational Reform

We review the recently published report by the Committee on the Prevention of Reading Difficulties in Young Children from a behavior analytic perspective. The authors prescribe what children should learn to be successful readers based on the correlates of reading and the developmental progression of reading errors. The report offers no discussion of theoretical models that can be used by teachers and parents to reform reading instruction or specific procedures that have been shown to be effective at promoting various reading skills. We discuss these omissions in terms of the level of research included in the review, the authors' structural approach to synthesizing this research, and the constructivist orientation common to many early childhood educators. The paper concludes by identifying models and strategies from the behavior analysis literature that can be used to guide instruction and offers a modest suggestion for future reviews of reading research.     

Constrained maximum likelihood estimation of two-level covariance structure model via EM type algorithms

In this paper, the constrained maximum likelihood estimation of a two-level covariance structure model with unbalanced designs is considered. The two-level model is reformulated as a single-level model by treating the group level latent random vectors as hypothetical missing-data. Then, the popular EM algorithm is extended to obtain the constrained maximum likelihood estimates. For general nonlinear constraints, the multiplier method is used at theM-step to find the constrained minimum of the conditional expectation. An accelerated EM gradient procedure is derived to handle linear constraints. The empirical performance of the proposed EM type algorithms is illustrated by some artifical and real examples.This research was supported by a Hong Kong UCG Earmarked Grant, CUHK 4026/97H. We are greatly indebted to D.E. Morisky and J.A. Stein for the use of their AIDS data in our example. We also thank the Editor, two anonymous reviewers, W.Y. Poon and H.T. Zhu for constructive suggestions and comments in improving the paper. The assistance of Michael K.H. Leung and Esther L.S. Tam is gratefully acknowledged.     

Philosophy,Logic, Science,History

Analytic philosophy is sometimes said to have particularly close connections to logic and to science, and no particularly interesting or close relation to its own history. It is argued here that although the connections to logic and science have been important in the development of analytic philosophy, these connections do not come close to characterizing the nature of analytic philosophy, either as a body of doctrines or as a philosophical method. We will do better to understand analytic philosophy—and its relationship to continental philosophy—if we see it as a historically constructed collection of texts, which define its key problems and concerns. It is true, however, that analytic philosophy has paid little attention to the history of the subject. This is both its strength—since it allows for a distinctive kind of creativity—and its weakness—since ignoring history can encourage a philosophical variety of “normal science.”     

Age and gender differences in adolescents' homework experiences

Extant data collected through the Experience Sampling Method were analyzed to describe adolescents' subjective experiences of homework. Analyses explored age and gender differences in the time adolescents spend doing homework, and the situational variations (location and companions) in adolescents' reported concentration, effort, interest, positive affect and stress while doing homework. Regarding age differences, middle school students reported more positive experiences when homework was done with companions and in locations other than home, whereas high school students reported more positive experiences when homework was done alone and at home. Regarding gender differences, girls, regardless of age, reported greater stress than boys when doing homework alone, and lower stress when doing homework with friends. High school girls reported lower interest than middle school boys when doing homework alone. Findings provide an understanding of age and gender differences in adolescents' perceptions of homework, which might help educators and parents structure engaging homework environments.     

Asymptotic Standard Errors of Generalized Partial Credit Model True Score Equating Using Characteristic Curve Methods

In this study, the delta method was applied to estimate the standard errors of the true score equating when using the characteristic curve methods with the generalized partial credit model in test equating under the context of the common-item nonequivalent groups equating design. Simulation studies were further conducted to compare the performance of the delta method with that of the bootstrap method and the multiple imputation method. The results indicated that the standard errors produced by the delta method were very close to the criterion empirical standard errors as well as those yielded by the bootstrap method and the multiple imputation method under all the manipulated conditions.     

认知负荷与编码方式影响小学数学学业不良生的前瞻记忆及其成分

通过两个实验探讨认知负荷对小学数学学业不良生前瞻记忆及其成分的影响, 以及是否可以通过执行意向编码提高其前瞻记忆及其成分的成绩。实验1结果显示数学学业不良生前瞻记忆、前瞻成分及回溯成分正确率显著低于数学学优生, 高认知负荷条件前瞻记忆、前瞻成分及回溯成分的正确率显著低于低认知负荷条件; 实验2结果显示执行意向编码条件下, 数学学业不良生前瞻记忆成绩显著好于标准编码条件, 前瞻成分和回溯成分的正确率高于标准编码条件。结果表明数学学业不良生前瞻记忆及其成分表现差于数学学优生; 无论认知负荷高低, 执行意向编码均可通过提升前瞻成分和回溯成分改善数学学业不良生前瞻记忆表现。     

Client as expert: A Delphi poll of clients’ subjective experience of therapeutic alliance formation variables

This study extends prior research that identified client-derived variables believed to contribute to therapeutic alliance development. Forty-two clients participated in a three-round-modified Delphi poll in which the subjective importance of 74 client-derived, common alliance formation variables was rated using a six-point scale. Participants consensually identified 23 variables as highly important, five as moderately important and three as low in importance to the formation of a strong alliance. Variables related to validation and asking about parts of the client’s life other than the presenting concern were considered as most important by at least one-third of the sample. Limitations of the study are presented and implications for theory, measurement, practice and future research are briefly discussed.