工作记忆与小学生文本产生、书写活动的关系

以小学三、六年级学生为被试,考察工作记忆与小学生文本产生、书写活动之间的关系。结果表明．工作记忆中的储存、加工功能对小学生写作的影响不同,储存功能主要与书写活动有关,加工功能主要与文本产生有关,储存与加工相对独立。随年级增长,小学生工作记忆的加工水平逐步提高。     

Working together: Editing a book as narrative research methodology

This paper is a multi‐layered account that begins with an overview of narrative inquiry and narrative analysis methodologies, and then leads into an examination of how the process of editing a book can represent an example of narrative research. The author describes how she came to create two books that provide an insider's view of counsellors' role development within the fields of health and rehabilitation. Taking the task of editor a step further, she gathered additional reflexive data from chapter authors once the books were published: these data provide insight into the challenges created by undertaking a project of this kind, in particular the adoption of a reflexive voice. The paper concludes with a discussion of how both projects meet the criteria for narrative inquiry.     

Mirror writing in pre-school children: a pilot study

Mirror writing refers to the production of individual letters, whole words or sentences in reverse direction. Unintentional mirror writing has been observed in young children learning to write and interpreted as the manifestation of different cognitive impairments. We report on mirror writing instances in a sample of 108 pre-school children. Results showed MW to be age-related but independent from handedness and left-right discrimination abilities. We propose an account of mirror writing as reflecting dissociation between acquired motor programmes for letter shape composition and unspecified spatial direction of hand movements. Before learning to write, the child’s directional cognitive system is assumed to be dichotomous, thus inducing the production of randomly oriented asymmetrical letters.     

Theory as metaphor: clinical knowledge and its communication

Abstract :  This paper investigates the relationship between clinical knowledge and psychological theory and considers the implications for clinical writing. I argue that clinical knowledge is a way of understanding rather than a body of facts and compare clinical material to 'texts' that generate multiple and indeterminate meanings. Analytic theories, which represent the crystallization of ways of understanding clinical phenomena, have an inherently metaphorical 'as if' quality since they are derived from and adapted to the clinical process of making meaning by representing psychic states in symbolic form. Thus good clinical writing demonstrates an integration of theory and clinical material into a unified network of symbolic meanings. Redfearn's paper, 'The captive, the treasure, the hero and the "anal" stage of development' (1979), is discussed as an exemplar of such integration. It is suggested that clinical knowledge is equivalent to the skill of making effective interpretations.     

Nuance, Complexity, and Context: Qualitative Methods in Genetic Counseling Research

Because of its potential for capturing complexity and process and its focus on communicating the meaning in human action, qualitative research is rapidly gaining acceptance in a wide variety of disciplines. Various qualitative approaches to research support its potential usefulness in genetic counseling research. Formulation of research questions and selection of appropriate qualitative methods are the first step. Interviewing, narrative analysis, focus groups, ethnography/participant observation, and participatory action research are only some of the most popular techniques that may be suitable in various situations. Processes of evaluation, analysis, and even ethical issues often differ somewhat from quantitative research. This article discusses these issues and the potential value of qualitative methods for research related to genetic counseling.     

学习成绩差与成绩好学生短时记忆特点的比较研究

本研究比较了小学１、３、５年级学习成绩好／差学生在图片、数字、词汇记忆上的特点。结果表明：（１）在图片记忆上,两组儿童的成绩没有差异。１、３年级优差生间的差异主要在数字与具体词汇记忆中;５年级两组学生的差异主要在数字与抽象词汇记忆中。（２）从提示／非提示及击中虚假刺激的结果看,两组儿童在记忆上的差异部分地是由于策略运用上的差异。经过提示,学习不良儿童在数字和词汇记忆上的成绩有了提高。     

PROCEDURES TO INCREASE SOME ASPECTS OF CREATIVITY

Instructions, reinforcement (team points), and practice were applied to four behaviorally defined creative behaviors of eight fourth- and fifth-grade students. All four aspects (number of different responses, fluency; number of verb forms, flexibility; number of words per response, elaboration; and statistical infrequency of response forms, originality) were demonstrated to be under experimental control. The procedures also raised students' scores on Torrance's tests of creativity. Application of the experimental procedures may well be practical for classroom teachers.     

A stochastic theory of matching processes

A theory of matching processes is developed within which serial models and parallel models based on within-stage independent intercompletion times are defined. These models are then specialized to a class of processes possessing exponential intercompletion time densities and equivalence properties of parallel and serial models within this class are investigated. Nonequivalence theorems are proved that designate possible differences in “same” (+) and different (?) matching rates as important in testing parallel and serial models. An experimental paradigm is then derived with the property that if + rates are different from — rates, and if processing is self-terminating, then the parallel and serial models are distinguishable at the level of mean reaction times. The serial class of models that is tested by this paradigm includes a large number of stochastic distributions whose central assumption is additivity of element processing times. The corresponding parallel class of models is currently limited to those assuming exponential intercompletion times. A numerical example and an example of non-parametric relations predicted by the serial or parallel models are given. Some advantages and limitations of the present treatment are discussed.