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951.
Recent curriculum reform in western educational systems has seen a major emphasis on electronic technology, but reform literature seldom problematises the form that this new education should take in this new mode of information. From the particular case of New Zealand it is argued that knowledge has been replaced by information, knowing that (something is the case) by knowing how (acquiring skills), while electronic writing tends to be treated as a mere extension of print literacy. However, the information economy is a major force restructuring not only the curriculum but, also, our social and cultural relations, established notions of knowledge, authority, and rights, and our notions of subjectivity. The purpose of this paper is to problematise this move to information in the new electronic technologies. 相似文献
952.
953.
BjRn Lyxell Jan Andersson Ulf Andersson Stig Arlinger GRan Bredberg Henrik Harder 《Scandinavian journal of psychology》1998,39(3):175-179
In the present study cognitive performance in 15 deafened adult cochlear implant candidates was examined and related to level of speech understanding after 12 months of experience with the implant. The implant group performed on par with normal hearing controls in all cognitive tasks used in the study with one exception: Performance was significantly lower in cognitive tasks where use of a phonological representation of sound is a key task-demand. Observations of the implanted individuals’ level of speech understanding indicate that only those individuals who, pre-operatively, were in possession of phonological representations comparable to that of normal hearing could follow and understand a speaker that was out of sight. The results are discussed with respect to (a) deterioration in the phonological representation of sounds as a function of absence of external auditory stimulation, and (b) the role of cognitive factors in predicting success in speech understanding with the implant. 相似文献
954.
Winfried D'Avis 《Journal for General Philosophy of Science》1998,29(1):37-57
Theoretical gaps of the cognitive science. First of all the gap-thesis is based on a criticism 1. of the computer-orientated
cognitive science (it confuses information with the information carrier), 2. of connectivism (its linguistic borrowing from
the neurobiology is not appropriate), 3. of Varelas production model (the elimination of the function of representation results
in the loss of the cognitive ability). From the context of meaning and time, then the author sketches a cognitive theoretical
approach, in which thinking as a (symbolic and/or subsymbolic) representation of meaning is introduced, which develops in
a three-digit relation between world, language and substrate on the basis of isomorphy of time.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
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956.
Shizuhiko Nishisato 《Psychometrika》1996,61(4):559-599
Some historical background and preliminary technical information are first presented, and then a number of hidden, but important, methodological aspects of dual scaling are illustrated and discussed: normed versus projected weights, the amount of information accounted for by each solution, a perfect solution to the problem of multidimensional unfolding, multidimensional quantification space, graphical display, number-of-option problems, option standardization versus item standardization, and asymmetry of symmetric (dual) scaling. Contrary to the common perception that dual scaling and similar quantification methods are now mathematically transparent, the present study demonstrates how much more needs to be clarified for routine use of the method to arrive at valid conclusions. Data analysis must be carried out in such a way that common sense, intuition and sound logic will prevail.Presidential Address delivered at the Annual Meeting of the Psychometric Society, Banff Centre for Conferences, Banff, Alberta, Canada, June 27–30, 1996. The work has been supported in part by a grant from the Natural Sciences and Engineering Research Council of Canada. I am grateful to Ira Nishisato for his comments, Ingram Olkin and Yoshio Takane for important references, and Liqun Xu for computational help. 相似文献
957.
Hua-Hua Chang 《Psychometrika》1996,61(3):445-463
Chang and Stout (1993) presented a derivation of the asymptotic posterior normality of the latent trait given examinee responses under nonrestrictive nonparametric assumptions for dichotomous IRT models. This paper presents an extention of their results to polytomous IRT models in a fairly straightforward manner. In addition, a global information function is defined, and the relationship between the global information function and the currently used information functions is discussed. An information index that combines both the global and local information is proposed for adaptive testing applications.This research was partially supported by Educational Testing Service Allocation Project No. 79424. The author wishes to thank Charles Davis, Xuming He, Frank Jenkins, Spence Swinton, William Stout, Ming-Mai Wang, and Zhiliang Ying for their helpful comments and discussions. The author particularly wishes to thank the Editor, Shizuhiko Nishisato, the Associate Editor, and three anonymous reviewers for their thoroughness and thoughtful suggestions. 相似文献
958.
Mark Reiser 《Psychometrika》1996,61(3):509-528
Using the item response model as developed on the multinomial distribution, asymptotic variances are obtained for residuals associated with response patterns and first-, and second-order marginal frequencies of manifest variables. When the model does not fit well, an examination of these residuals may reveal the source of the poor fit. Finally, a limited-information test of fit for the model is developed by using residuals defined for the first-, and second-order marginals. Model evaluation based on residuals for these marginals is particularly useful when the response pattern frequencies are sparse.The author would like to thank Yasuo Amemiya and Joseph Lucke for helpful suggestions. This research was supported by a Research Incentive Grant from Arizona State University. 相似文献
959.
兴趣对文章理解的作用 总被引:18,自引:0,他引:18
研究兴趣对文章理解的作用,其主要目的是:(1)提出一种新的兴趣理论;(2)研究兴趣对文章理解的作用效果;(3)探讨阅读过程中兴趣和背景知识之间的关系。二项实验研究基本证实下列假设:(1)兴趣对文章的理解具有显著的促进作用;(2)兴趣高的读者对所读内容表现出更强的推理能力;(3)兴趣高的读者在阅读中会表现出更高的元认知水平;(4)兴趣对文章理解的促进作用相对独立于背景知识的影响。 相似文献
960.