Comparison of two TAGteach error-correction procedures to teach beginner yoga poses to adults

Teaching with acoustical guidance involves auditory feedback (e.g., a click sound when a desired behavior occurs) as part of a multicomponent intervention known as TAGteach. TAGteach has been found to improve performance in sport, dance, surgical technique, and walking. We compared the efficacy and efficiency of the standard TAGteach error-correction procedure and a modified TAGteach error-correction procedure to teach 4 novice adult yoga practitioners beginner yoga poses. Both error-correction procedures were effective for all participants; however, the relative efficiency of these error-correction procedures was unclear. Results are discussed in terms of limitations and considerations for future research.     

触觉二维图像识别中2D-3D空间信息转换的认知机制

可触摸的触觉二维图像是视觉障碍人群获取图像信息的重要方式。目前大多数触觉二维图像都是直接由视觉二维图像转化为的可触摸线条图。在视觉二维图像中,通常运用透视和视角等视觉原理将三维空间关系转换为二维平面关系。视觉系统经过长期大量知觉学习,习得了这种二维到三维的映射关系。但是触觉识别二维图像时,触觉系统如何建立二维平面与三维空间的映射,目前尚有待进一步的研究。影响触觉识别二维图像中二维-三维空间信息转换的视觉因素主要有透视、视角、遮挡、纹理梯度和镂空,直接将视觉二维图像转化为的触觉二维图像时,图像中包含的上述视觉因素通常会干扰触觉识别。结合已有研究,试图提出“双表象加工模型”来解释触摸二维图像时二维到三维空间信息转换的认知机制。该模型认为触觉识别二维图像依赖于两个表象系统的整合,即物体表象系统(涉及物体的大小、形状和纹理)与空间表象系统(涉及物体的空间关系、透视和视角)。两种表象系统的信息最终进行整合,在物体表象和空间表象成功匹配的基础上建立二维图像与三维空间之间的映射,通达长时记忆中的三维物体表征。双表象加工模型将有助于我们深入认识触知觉的认知机制,也将为触觉二维图像的设计提供理论依据。     

工作记忆与知觉负载对工作记忆表征引导注意的调节

本研究采用4个眼动实验探讨不同知觉负载条件下的视觉搜索任务中工作记忆负载对基于工作记忆表征的注意引导效应的影响。实验1和实验3采用低知觉负载的视觉搜索任务,结果在视觉工作记忆负载为1和2时观察到了显著的注意引导效应,但当负载增加到4时注意引导效应消失了;实验2和实验4采用高知觉负载的视觉搜索任务,结果发现注意引导效应在工作记忆负载增加到2时就已经消失了。上述结果表明:工作记忆负载和知觉负载都能够通过调控认知资源的方式来影响工作记忆表征对注意的引导,当认知资源充足时,工作记忆能够同时保持多个记忆表征对视觉注意的引导。     

医学本科生基层就业意愿调查及其影响因素分析

通过对四川省五所医学院校本科生的抽样调查,了解到医学生到基层工作的积极性有待提高,"性别"、"生源"、"学习成绩"、"年级"、"就业指导"是影响医学生是否愿意到基层的重要因素。加强基层医疗机构的建设、加大学校就业指导工作力度,对改善当前基层医疗卫生人力资源结构,解决医学生就业具有重要意义。     

SWIFT-Ⅱ：阅读中眼跳发生的动力学模型

文章阐述了SWIFT模型的最新进展—SWIFT-Ⅱ模型的基本观点。SWIFT-Ⅱ模型能够在更为详细的水平上分析模型的模拟结果,也较好地解释了词长和词频效应、注视时间的分布、回视、再注视、初次登陆位置等眼动现象。最后对SWIFT-Ⅱ模型与E-ZReader模型进行了比较。     

在医学学术期刊中营造人文氛围的意义和作用

我国的医学人文期刊仅有5~6种,发行量少、覆盖面窄,受众极其有限。而我国的医学学术期刊有1400多种,如果能够善加利用,在医学学术期刊中构建具有学科特色的人文平台,进行人文导向,可有效地推广医学人文理念,有利于医学人文精神的传承与发扬,对促进医学人文学向各专业学科的延伸与交融及推动医学人文学的发展有着积极的作用。     

Careers work in higher education in Pakistan: current practice and options for the future

ABSTRACT

In this article we examine the development of career guidance in Pakistani higher education. The article is based on a literature review supplemented with new data gathered from a review of higher education institutions' websites and five case study interviews. It considers both local and global influences as relevant contexts for understanding how the development of career guidance in Pakistani higher education is taking place. Concerns about alignment between skills supply and demand provide key drivers both for the development of career guidance and for a wider higher education reform. The practice of career guidance in Pakistani higher education is shown to be lagging behind policy and will need to be strengthened by new policy, resources and indigenous theories.     

Examining effects of preconscious mere exposure: An inattentional blindness approach

An increase in affective preference for stimuli, which a person has been repeatedly exposed to, is known as mere exposure effect. This effect has been shown for stimuli that are processed subliminally, that is, below the threshold of awareness. This study fills a current research gap by investigating mere exposure effects under processing that is preconscious, which follows from a high stimulus strength but absence of top-down amplification. In three experiments (N = 240 in total) preconscious processing was evoked using an inattentional blindness paradigm, which allowed the processing of stimuli (nonwords or Chinese symbols) under complete inattention. Contrary to our hypothesis, we did not find a mere exposure effect in our experiments. We expand the current state of knowledge by discussing the distractor devaluation effect and the attentional set of participants as possible reasons for the absence of the mere exposure effect. Directions for future investigations are outlined.     

小学生不同课堂情境的成就归因及再归因训练

在广泛调查的基础上,考察了小学生对不同课堂情境的成就归因特点;并运用韦纳的归因训练模式与策略指导相结合的方法,根据不同课堂的成就情境对小学生进行再归因训练。结果表明：小学生把课堂成就归因于努力、策略、能力、基础、兴趣、目的、难度。教法、心境和家境等１０个主要因素,这些因素除家境外,均在不同课堂的成就情境中存在显著的差异;韦纳的归因训练模式与策略指导相结合的再归因训练能有效地改变小学生对不同课堂情境的成就归因倾向,增强其学习动机水平,提高学业成绩。