记忆状态下儿童青少年脑波超慢涨落特点的研究

用ET技术对24名7—18岁的儿童青少年进行了静息状态和记忆状态下脑电超慢涨落特点的比较研究,结果表明,在记忆状态下：(1)被试S1、S2频率明显下降,记忆成绩好的被试这一特点更为明显;(2)男生左脑功率明显下降,女生右脑功率明显上升;(3)左脑优势被试左前脑功率下降,右脑优势被试右前脑功率上升。     

数学能力与问句位置对小学生数学结构不良应用题表征的影响

对小学四年级高低数学能力学生各40名,呈现问句前置和问句后置两种形式的结构不良应用题,探讨两种被试在问句前置时对应用题的内在表征形式倾向.结果发现,两种被试在问句前置时阅读条件句的总时间比问句后置时显著降低,解题时间显著降低,但高能力被试阅读有关条件句的时间在总阅读时间中的比例显著增高,解答成绩显著提高,而低能力被试相关时间比反而显著下降、解答成绩没有显著提高.这表明,高能力被试建构问题模型与情境模型,而低能力被试只建构问题模型.     

Considering religious education in context: politics,reform and debates among Turkish Cypriots

This article exemplifies the politicisation of religious education that has polarised the Turkish Cypriot community and explores a possible approach to religious education for primary schools in north Cyprus. In the light of the long-standing debate, this study has a particular focus on the mandatory religious instruction in public primary schools and evaluates the textbooks and teachers' perceptions. Unlike lower and upper secondary schools, divinity classes have constantly been offered to primary school pupils since the 1960s. Religious education at the primary school level is a contentious issue on which the educational experts have been unable to reach a consensus, and continue to discuss on different perspectives. To this end, a comprehensive review of the content analysis of the primary school religious education textbooks and semistructured interviews with teachers and education specialists has been undertaken. Although this study is set in the north Cyprus context, it is also relevant for other conflict-affected societies as it describes the challenges of religious education, secularism and pluralism.     

颜色交替文本促进小学高年级聋生篇章阅读的眼动研究

聋生由于听力损失,导致其在阅读方面存在一定的困难。如何提高聋生的阅读效率是一个具有重要的实践价值的课题。本研究采用眼动追踪技术,以29名小学高年级聋生为研究对象,考察颜色交替词标记形式对小学高年级聋生篇章阅读的促进作用。结果发现,无论是眼动指标的整体分析还是局部分析,均支持颜色交替词标记文本可以有效地提高小学高年级聋生的语篇阅读效率。本研究结果对于训练提高小学高年级聋生的阅读效率具有一定的启发意义。     

Promoting socioemotional competence in primary school classrooms: Intervention effects of the EMOscope

The aim of the study was to determine the effectiveness of a brief, teacher-led intervention (EMOscope) developed to promote children’s socioemotional competence. Our sample consisted of 339 Polish pupils and their 16 teachers from 16 third grade classrooms. Teachers in the experimental condition (8 teachers) were trained to deliver the EMOscope intervention. Data were collected at pre-test and post-test. Performance tests were administered to measure children’s social understanding and emotional awareness. Furthermore, peer ratings were used to measure children’s cooperative behaviour and teachers’ reported on children’s prosocial behaviour, hyperactivity, emotional problems, conduct problems, and peer problems. Multilevel regression analysis revealed that children in the experimental condition improved significantly on emotional self- and other-awareness and on social understanding. Moreover, they decreased in teacher-rated hyperactivity, conduct problems, and total difficulties. No effects were found, however, on teacher-rated prosocial behaviour, emotional problems, peer problems, and peer-rated cooperative behaviour.     

God,Purpose in Life,and Mental Well‐Being Among Older Adults

This research note uses mixed methods on data from a nationwide sample of 1,525 Americans age 40 and older to make two theoretical contributions to the literatures on purpose and religion. First, by categorizing open‐ended responses to an item asking “Please describe a few of the things, feelings, ideas, etc. that give you a sense of purpose in your life,” we present a categorization framework to group sources of purpose (SPs) in life. Next, we run multivariate models, using mental well‐being as a dependent measure, which simultaneously enter dummy variables reflecting each of the SPs categories within our framework. We hypothesize no relative differences in the effect that any specific source of purpose category would have on mental well‐being. This prediction is undercut by finding a positive link between mental well‐being and a single SP—citing one's “relationship with God”—although this relationship is noted only among respondents age 60 and older. Beyond this research's theoretical contributions, we offer some practical guidance in arguing that research on SPs, particularly when claiming comprehensiveness or examining mental well‐being, should not preclude religious measures and should consider that SPs may have differing effects between age groups.     

Darwinizing debunking arguments

To ‘Darwinize’ a debunking argument is to broaden and thereby strengthen it in ways inspired by Charles Darwin. It is to employ Darwinian strategies that converge on the conclusion that certain putative phenomena – the reality of stance‐independent moral properties, for instance – are illusory or epistemically problematic for animals like us. The aim of this essay is to defend one such strategy and illustrate its power relative to most evolutionary debunking arguments currently on offer.     

中小学教师学习调节模式的结构与测量

目的：探索中小学教师学习调节模式的结构,并编制教师学习调节模式问卷。方法：根据访谈研究的结果,在参照以往成果的基础上,编制教师学习调节模式初测问卷;根据523份有效调查数据进行探索性因素分析;根据625份调查问卷的结果,采用内部一致性分析、结构方程模型技术和层次回归分析进行验证。结果：探索性因素分析的结果表明,教师学习调节模式由自我导向、任务导向和外部导向三个维度构成;验证性因素分析证实了教师学习调节模式的构想效度;内部一致性分析和层次回归分析的结果表明,该教师学习调节模式问卷具有较好的信度与效度。结论：教师学习调节模式是一个三因素的结构。     

小学教师对学生注意问题的知觉准确性研究

本研究以24名小学教师和98名小学生为研究对象,采用访谈法与测验法探讨了小学教师对学生注意问题的知觉准确性及其影响因素。结果表明:(1)从总体上看,小学教师对学生注意问题的知觉有着较高的准确性;(2)小学教师对学生注意问题的知觉准确性水平随教龄和职称的增高而呈下降趋势;(3)小学教师对学生注意问题的知觉准确性水平与其条件性知识掌握情况表现正相关;(4)小学教师对学生注意问题的知觉准确性与其所教年级无关。