小学生表征数学应用题策略的实验研究

通过一个2(成功与否)×2(提示与否)×2(题型)的混合实验设计,对小学五年级学生解决和差应用题的表征策略进行了研究.结果表明:(1)与比较应用题的表征相类似,小学生对和差应用题的表征也存在着直译策略和问题模型策略;(2)不成功组解题者在表征和差应用题时倾向于运用直译策略,而成功组的解题者更倾向于运用问题模型策略,这导致了成功者与不成功者在列式上的差异,特别是在不一致题型上表现得更明显;(3)在读题前给以“请注意理解这道题的意思”这样简单的提示,对不成功的解题者对和差问题的正确表征并不能起到作用;(4)成功的和差应用题解题者和不成功的解题者在列式正确性的自我评价上存在显著差异.     

抽样组合中元素数量对青少年组合成绩的影响

先前抽样组合问题研究表明达到形式运算阶段青少年的抽样组合思维成绩表现并不一致,作者分析猜想可能的原因是组合元素数量增加会降低被试的抽样组合成绩。现在实验考察高中一年级学生的抽样组合思维能力,以组合问题中的总体元素数量和样本元素数量为自变量,设置了五选三、七选三和七选四的三种抽样组合问题条件。实验结果发现,随着总体元素数量和样本元素数量的增加,被试的组合成绩明显下降。这表明,青少年的抽样组合思维能力虽已获得,但随组合元素数量增加而表现出倒退,并没达到成熟的一般性;其发展水平可能存在初级水平到高级水平的区分。     

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。     

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.     

Maintenance strategy selection with risky evaluations using RAHP

In recent years, maintenance, especially its preventive type, has been seen as an effective and considerable factor in improving the functions of machines. Maintenance plays a vital role in organizations by keeping and increasing the reliability, accessibility, the quality of products, risk mitigation, return improvement, and safety. An effective maintenance programme can be realized by implementing a proper maintenance strategy. Therefore, maintenance and its strategies have a special status in industries. However, selecting a proper maintenance strategy has always been a complex process because maintenance is a nonrepetitive task. Likewise, the lack of failure records and constant changes in the conditions of machines makes it further complicated. Hence, the decision‐making also depends on experts' opinions and because some kind of risk and uncertainty are always there in experts evaluations, the reliability of evaluations is questionable. The present study was aimed to develop a risk‐based model grounded on the analytical hierarchical process, namely, RAHP, to meet this need of maintenance. A case study from a steel rolling company was considered to evaluate the effectiveness of this model.     

学习材料组块方式对相似词长时记忆的影响

已有关于材料相似性影响短时记忆的研究提示, 不相似材料组块相比于相似材料组块可能促进记忆。为验证该假设, 该研究采用学习-测查范式, 通过4个实验考察了学习材料组块方式对相似词长时记忆的影响及机制。结果发现：1)与相似词组块相比, 不相似词组块促进了相似词记忆; 2)不相似词组块的促进效应是通过增强相似词表共同词根的记忆而实现的; 3)不相似词组块的促进效应可能依赖于语音相似性。该结果说明不相似词组块可能是促进相似词汇记忆的有效途径之一。     

中医典籍中文化负载词的识别及翻译策略刍议

中医深植于中国传统文化中,英译过程存在大量文化对应空缺现象,因而中医典籍中文化负载词的翻译成为中医典籍外译的关键步骤和难点。提出了中医文化负载词的识别步骤和选词标准,进而提出中医典籍文化负载词的翻译策略。在中医文化负载词的识别步骤基础上,对中医典籍文化负载词的翻译策略进行了总结:中医药基本名词术语的文化负载词采用直译法;中国物质文化独有词语的负载词采用音译或音译加注;古汉语独有的文化负载词采用省译或意译。目的是通过中医典籍文化负载词的界定和提出的翻译策略推动中医典籍对外传播。     

The use of coping strategies by Danish children classed as bullies, victims, bully/victims, and not involved, in response to different (hypothetical) types of bullying

The coping strategies employed in response to different types of bullying, by 305 Danish children (142 boys, 163 girls) in school years four to nine (aged 10-15 years), were investigated. Children were classed into four bully-victim status types. A revised version of the Olweus Bully/Victim Questionnaire was used for the classification of children, and a Self-Report Coping Measure for the investigation of coping strategies. The coping strategy of Externalizing was used significantly more by children classed as bully/victims compared with victims and not involved children: Seeking Social Support and Internalizing were preferred significantly more by girls, whereas Externalizing was preferred significantly more by boys; Distancing, Seeking Social Support, and Internalizing were favored significantly more by children in years four to six compared with children in years seven to nine. Looking at coping strategies in response to different types of bullying, Seeking Social Support was used significantly more in response to attack on property relative to verbal bullying, social exclusion, and indirect bullying, and Distancing was used significantly less in response to attack on property compared with any of the other types of bullying. The results are discussed in relation to implications for educational practice.