Cultural differences in family, marital, and gender-role values among immigrants and majority members in the Netherlands

This study examined the size of differences in self-reported family, marital, and gender-role values in five cultural groups in the Netherlands (6338 Dutch mainstreamers and 422 Turkish, 369 Moroccan, 429 Surinamese, and 394 Antillean first- and second-generation immigrants). It was found that the three value scales were neither completely independent, nor could they be merged into a single value scale. The factor structures of all scales were identical for the five cultural groups, implying that the concepts can be compared. Age, sex, and notably education accounted for a substantial part of the cultural differences in all values. Cultural differences were larger for marital and family values than for gender-role values. Family and marital values yielded the same rank order of mean scores in the five cultural groups: Turks and Moroccans scored the lowest (having the most traditional values), followed by Surinamers, Antilleans, and Dutch mainstreamers. This rank order corresponds with the ethnic hierarchy of cultural groups that is based on the evaluation of ethnic groups by mainstreamers according to their liking of and likeness to ethnic groups. Generational differences were not found for family and gender-role values but first-generation immigrants in all groups had more traditional marital values than had second-generation immigrants. It was concluded that the theoretical framework based on a combination of three Hofstede dimensions (individualism-collectivism, power-distance, and femininity-masculinity), a model of the hierarchy of the ethnic groups in the Dutch society, and acculturation theory provided an adequate way to address family, marital, and gender-role value differences in the five cultural groups.     

小学几何教学中计算机不同应用模式的比较

计算机应用于教育存在两种常见模式：工具模式和辅导者模式（ＣＡＩ）。该文综合了国内外关于这两种模式教学效果的理论和实证研究,设计出以画笔为工具软件的合作工具模式和合作ＣＡＩ,进行了为期一周的几何教学研究。研究采用前后测准实验设计考察不同应用模式在几何知识和推理能力方面的教学效果,以问卷调查和访谈法考察学生和教师的态度与动机,作品分析法考察学生的学习过程。实验结果表明：①合作工具模式在几何知识和推理能力方面的教学效果显著优于合作ＣＡＩ,并能有效培养学生积极的学习态度;②恰当的教学方法能大大提高工具模式的有效性;③表征的特征能影响学生的认知建构过程。     

维果茨基"最近发展区"理论对我国教学改革的启示

该文探讨了维果茨基的“最近发展区”理论及其涵义,并揭示了这一理论对我国教学改革的启示。     

The introduction of a group of alien mice (Mus musculus L.) into hierarchically organized groups of five male mice

Groups of 3 male or female Mus musculus were introduced into hierarchically organized colonies of 5 male mice for a period of 8 days. The colonies were of 2 kinds; high-level aggressive (HLA), which had been set up 3 days prior to the introduction of the aliens, and low-level aggressive (LLA), which had been established for 21 days before strangers were introduced. Both males and anestrous females were attacked, but males were attacked 5 times more frequently than females. In HLA colonies most of the attacks on the aliens were by the dominant; in LLA colonies there was no difference in the behavior of dominant and subordinate mice toward strangers. Both aggression toward aliens and intracolony aggression declined over the 8 day experimental period. In HLA colonies the dominant mouse mounted females 5 times more frequently than did either his subordinates or male mice in the LLA colonies. In HLA colonies aliens huddled with subordinates to form a single colony with 1 dominant and 7 subordinates. In LLA colonies alien males remained as a discrete group spatially separated in the cage. Female aliens were incorporated into the main colony. In all cases dominant male mice made more attacks on aliens as compared with familiar mice.     

Learning in High-Tech and Multimedia Environments

ABSTRACT— When do high-tech environments promote learning? The goal of this article is to offer one answer to this question by examining the classic distinction between media and method, in terms of their roles in promoting learning with technology. To this end, I first propose a cognitive theory of learning with media, from which a set of instructional design principles are derived. Then I review research in which the relative learning contributions of method and media are investigated, and I offer final reflections for future research.     

我国中学语文和历史教学目标分类取向的研究

本研究采用文献研究法,查阅了2000年以来中学语文和历史教案共303篇,对教案中教学目标的相关信息作点计数据处理,并进行卡方检验,结果表明:⒈近几年来我国中学语文和历史教学绝大多数采用布卢姆的教育目标分类取向;⒉两者的教学目标侧重于认知领域;⒊两者在认知和情感领域的目标要求学生达到的水平偏低,在动作技能领域的目标要求学生达到的水平偏高;⒋中学历史教学目标中对动作技能领域的理解有偏差;⒌两者在认知和情感领域的教学目标陈述时用词单一或含糊,而动作技能领域教学目标的陈述较清晰。研究结果提示,提高广大一线教师有关教学目标的分类理论及科学地运用教学目标的陈述技术仍有很长的路要走。     

Optimal or Typical Performance? The Impact of Instructional Set on the Behavioral Assessment of Parent-Child Interactions

The behavioral assessment of parent-child interactions is an important component of treatment planning and evaluation in many evidence-based parent training programs. However, numerous factors unrelated to the parent-child interaction may add error to the assessment. This study investigated the impact of task instructions on parents’ behaviors during the analogue parent-child interaction observation, the Dyadic Parent-Child Interaction Coding System (DPICS). Forty-eight mother-child dyads were randomly assigned to one of two conditions that differed on level of specificity of instructions. Significant differences were observed between groups, with parents who received specific instructions using more praises during the DPICS tasks. Specific instructions may shift parents’ behaviors toward optimal, rather than typical, interaction patterns and should be considered in the context of the assessment goals.