实验设计:一种非模式的方法

实验设计通常被当作一种种设计模式．这种方法可称之为实验设计的模式方法。但本文认为,这种常用的方法事实上存在着不少缺点。于此．本文尝试提出了一种新的实验设计方法——实验设计的变量方法。实验设计的变量方法的基本思想是．从实验研究的问题出发,根据实验中变量的性质或特点确定实验设计的具体内容。本文最后讨论了实验设计变量方法的优越性。     

Stress and Student Job Design: Satisfaction, Well-Being, and Performance in University Students

It is imperative that the university environment be supportive and capable of nurturing optimal learning and performance in students. Using job design and work stress theories, the study assessed relationships between psychosocial work characteristics, well-being and satisfaction, and performance in a random sample survey of Australian university students (N = 176). Methodological improvements were a time lag between survey and performance measures, an objective measure of performance, and LISREL structural equation modeling. Results showed high levels of psychological distress and low levels of satisfaction, both linked to high demands combined with low control. In accord with the happy-productive student hypothesis, satisfaction mediated the impact of the work environment on performance. Reengineering the design of the student work environment may therefore improve performance outcomes (student grades) through enhancing satisfaction.     

论学习的基本类型与教学设计──学习双机制理论的教学模式

本文阐述了学习的双机制理论关于学习的基本机制的观点,根据该学习理论对知识分类进行了新的划分,并分析了不同类型知识学习的信息加工过程与特点,然后提出了课堂学习与教学的“七阶段模型”及相应的教学设计。     

产品也会皱眉头? 产品的“侵略性表情”对消费者的影响

消费者经常在产品外观设计中看到"表情",这些由企业有意或无意塑造的面孔元素会影响到消费者对产品的态度。当前,关于产品外观表情对消费者态度影响方面的研究仍存在结论不一致、机制不明确和边界不清楚等问题。本研究通过3次分离的实验,验证了对于奢侈程度较高的产品(品牌),侵略性的表情相较友好的表情,更能够获得消费者的青睐;而对于奢侈程度较低的产品(品牌),则恰好相反。同时,不同的产品外观(品牌标识)表情是通过消费者对产品的感知自治程度这一中介变量对消费者态度产生影响。本研究结论为产品外观设计和品牌管理实践提供了有益的建议。     

Bilingual Children’s Narrative Comprehension: Do Pauses during Retelling Buy Time for Understanding?

Abstract

This study extended research on bilingual children’s narrative comprehension to text processing during retelling. A cross- and monolinguistic design allowed for the investigation of the association of various aspects of narrative comprehension with two types of pause occurring during oral retelling of a story heard in one language and retold in a second or in the same language. A sample of 95 bilingual (L1 German/L2 English) fourth-graders participated in the experiment. Comprehension was predominantly accomplished during listening, as children with L1 input outperformed children with L2 input, but they did not benefit from L1 in retelling. Children’s comprehension performance and corresponding pause patterns suggested that the duration of filled pauses dedicated to gist formation indicated efficiency of comprehension: The duration decreased with increasing comprehension. The findings allowed the conclusion that longer pauses during retelling did not buy time for comprehension.     

The vocational ID – connecting life design counselling and personality systems interaction theory

ABSTRACT

We introduce the Vocational ID that integrates linguistic and visual representations of a career counselling client’s self. Based upon findings from the Life Design paradigm [Savickas, M. L., Nota, L., Rossier, J., Dauwalder, J.-P., Duarte, M. E., Guichard, J.,?…?van Vianen, A. E. M. (2009). Life designing: A paradigm for career construction in the twenty-first century. Journal of Vocational Behavior, 75(3), 239–250. doi:10.1016/j.jvb.2009.04.004] and the Personality Systems Interaction theory [Kuhl, J. (2000b). The volitional basis of personality systems interaction theory: Applications in learning and treatment contexts. International Journal of Educational Research, 33(7–8), 665–703. doi:10.1016/S0883-0355(00)00045-8], the Vocational ID facilitates working on clients' vocational identity. In this article, we present the theoretical framework, its practical applications, and a case study.     

Senior capstone design and ethics: A bridge to the professional world

A senior level capstone design experience has been developed and offered with a particular emphasis on many of the professional issues raised in Accreditation Board for Engineering and Technology (ABET) Engineering Criterion IV. The course has sought to develop student awareness of the ethical foundation of the engineering profession, the global and societal framework within which engineers practice, and the environmental impact on engineering. The capstone design course also focused upon improving the technical communications skills of the graduating senior class with both extensive instruction in writing and multiple workshops dealing with the art of making an effective oral presentation. The effectiveness of the design course was assessed using Kirkpatrick’s model for evaluating training programs. An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting, New Orleans, 2003.