21世纪我国消化病学发展战略的若干思考

就21世纪消化病的研究与发展的方向和展望,从宏观调控与哲学思想方面提出了如下几个措施;预防为主,人文社会为本;加强基础研究,充分利用科技成果;突出重点,循序渐进;促进中西医结合,充分利用和研究中医药的临床疗效;重视人才培养,提高梯队素质。     

高效率学习的心理机制研究

本课题通过一系列研究,发现要实现高效率学习,应在知识呈现符合学生认识规律的情况下,具备以下五个主要心理要素:选择性注意是实现高效率学习的前提,元认知是高效率学习的监控系统,非智力因素是高效率学习的动力源泉,学习策略是实现高效率学习的保障,内隐认知,特别是内隐学习是高效率学习的特殊形式。     

文化对广告的影响

随着近年来国际营销的发展,化差异成为影响跨国公司营销策略的重要因素之一。章概括了化对广告影响的最新研究成果和进展。首先介绍了化的概念和结构;其次,介绍了化对广告的影响,主要包括广告态度、广告运作方式、受众媒体接触行为、广告策略及制作和广告管理等几个方面;最后,介绍了国际广告的3种主要策略：统一化策略、本土化策略和介于两之间的折衷策略。     

工作－家庭冲突的前因、后果及干预策略

随着劳动力结构与工作特点的巨大变化,工作－家庭冲突问题日益突出。国内外研究主要从工作、家庭与个体三个层面对工作－家庭冲突的前因变量、后果变量及干预策略进行了深入探讨。前因变量主要包括工作与家庭层面的压力、特点,性别等;后果变量主要涉及个体的工作家庭满意感、组织承诺、离职和心身健康;干预策略涉及家庭友好政策和个体应对方式等。作者认为今后研究可以在工作－家庭冲突积极面、跨文化研究等方面进行突破     

基于项目区分度的双目标CD-CAT选题策略

针对双目标CD-CAT,将六种项目区分度（鉴别力D、一般区分度GDI、优势比OR、2PL的区分度a、属性区分度ADI、认知诊断区分度CDI）分别与IPA方法结合,得到新的选题策略。模拟研究比较了它们的表现,还考察了区分度分层在控制项目曝光的表现。结果发现：新方法都能明显提高知识状态的判准率和能力估计精度;分层选题均能很好地提高题库利用率。总体上,OR加权能显著提高测量精度;OR分层选题在保证测量精度条件下显著提高项目曝光均匀性。     

Influence of two types of information trials on the formation of a discrimination-reversal learning set in Japanese monkeys

Abstract: Three groups of male adult Japanese monkeys were trained in 30 discrimination-reversal learning-set (LS) problems using the Wisconsin General Test Apparatus. A control group ( N = 3) was trained in the standard procedure: acquisition of up to 12 consecutive correct responses, reversal to the same criterion, and then shift to a new problem. To the other two groups, three information trials signaling the stimulus value in reversal were given after they reached the criterion in acquisition. Subjects in the positive-stimulus information (PSI) group ( N = 4) were exposed only to the reversal positive stimulus, and a response to it was rewarded. Subjects in the negative-stimulus information (NSI) group ( N = 4) were exposed only to the reversal negative stimulus, and any response to it was not rewarded. Information trials reduced reversal errors and NSI trials were more effective than PSI trials in error reduction ( p < .05). Information trials also aided in acquisition: the NSI and PSI groups learned the acquisition phase of the problems with significantly fewer errors than control group ( p < .01) in the last stage of training. The implications of these results are discussed in relation to strategy learning and attention learning in LS formation.     

题材个体化和问题重述两策略的效果研究

探讨题材个体化和问题重述作为两种解题策略在解决加、减法应用题中的有效性,采用了４种策略类型×３种数学能力水平×２种问题题材×２种题材情境与解题操作关系的四因素混合设计。结论如下：学生基本上能够独立进行题材个体化和问题重述;在本实验条件下,水平高的学生,运用不同策略没有差异;水平中等的学生运用双策略、水平低的学生运用双策略以及题材个体化策略均产生了积极效果;题材个体化策略对于解决不熟悉题材的应用题将产生积极效果,运用以上两策略解决问题情境与解题操作相矛盾的问题没有帮助。除了应用题陈述图式以外,本实验证明还存在着应用题结构图式;可把题材个体化和问题重述作为解题策略教给学生运用。     

学习困难学生语义分类编码策略的研究

通过对３８名学习困难学生与４８名学习优秀学生使用语义编码策略的比较研究,发现学习困难学生不能像学习优秀学生那样自觉地在学习的信息加工过程中使用学习策略;学习困难学生不使用学习策略的机械学习成绩与学习优秀学生无显著差异;教育训练有助于学习困难学生将语义编码之类的活动运用于信息加工过程而促进学习。     

领域知识与自我解释策略间关系的实验研究

从领域知识的个体差异的角度,研究领域知识与自我解释策略之间的关系,探讨自我解释在示例学习中的作用。研究结果表明,（１）在学习示例时,高领域知识组被试倾向于使用发现意义和建立新旧信息间联结的解释策略对示例进行认知加工;低领域知识组被试主要采用句法加工策略对示例进行加工;（２）领域知识对监控活动的制约,主要体现在被试监控到理解失败之后所采取的对策上。高领域知识组被试利用解释策略解决问题,低领域知识组被试利用句法加工策略解决问题。     

Creative reasoning in formal discussion

Systems of formal dialectics articulate methods of conflict resolution. To this end they provide norms to regulate verbal exchanges between the Proponent of a thesis and an Opponent. These regulated exchanges constitute what are known as formal discussions.One may ask what moves, if any, in formal discusions correspond to arguing for or against the thesis. It is claimed that certain moves of the Proponent's are properly designated as arguing for the thesis, and that certain moves of the Opponent purport to criticize the tenability or the relevance of the reasons advanced. Thus the usefulness of formal dialectic systems as models for reasonable argument is vindicated.It is then proposed to make these systems more realistic by incorporating in them a norm of Creative Reasoning that removes the severe restrictions to which the Proponent's arguing was hitherto subject. As a consequence, a certain type of irrelevant reason is no longer automatically excluded. Therefore, it is proposed to extend the Opponent's rights to exert relevance criticism. The new dialectic systems are shown to be strategically equivalent to the original ones. Finally, it is stressed that the Opponent's criticism should not be designated as arguing against the thesis. The Opponent criticizes, but does not argue.