幼儿对数的认知及其策略

该研究探查幼儿对基数、数序、运算和解应用题的认知发展过程及其认知策略。着重探查：(1)不同认知任务对幼儿数认知发展的影响;(2)幼儿对基数和数序两者认知发展的顺序;(3)从幼儿主动解决问题的策略探究其认知发展水平。该研究采用定性和定量相结合的研究方法。被试为4、5、6岁城市幼儿园儿童,共92人,男女约各半。全部实验以个别方式进行。主要研究结果表明：(1)幼儿对基数、数序、运算和解应用题的认知成绩均有随年龄发展的趋势,但快速发展的年龄阶段因任务的难度而异;(2)幼儿对基数和数序的认知在4—5岁显示出不同步的发展,对基数的认知成绩优于对数序的认知,而到6岁两者具有同步发展的趋势;(3)幼儿解决问题的策略水平随年龄发展,显示了由外化水平的智力活动向完全内化的智力操作的发展过程,并具有明显的层次性。该研究结果为幼儿数能力的培养和促进提供参考依据。     

小学生表征数学应用题策略的实验研究

通过一个2(成功与否)×2(提示与否)×2(题型)的混合实验设计,对小学五年级学生解决和差应用题的表征策略进行了研究.结果表明:(1)与比较应用题的表征相类似,小学生对和差应用题的表征也存在着直译策略和问题模型策略;(2)不成功组解题者在表征和差应用题时倾向于运用直译策略,而成功组的解题者更倾向于运用问题模型策略,这导致了成功者与不成功者在列式上的差异,特别是在不一致题型上表现得更明显;(3)在读题前给以“请注意理解这道题的意思”这样简单的提示,对不成功的解题者对和差问题的正确表征并不能起到作用;(4)成功的和差应用题解题者和不成功的解题者在列式正确性的自我评价上存在显著差异.     

抽样组合中元素数量对青少年组合成绩的影响

先前抽样组合问题研究表明达到形式运算阶段青少年的抽样组合思维成绩表现并不一致,作者分析猜想可能的原因是组合元素数量增加会降低被试的抽样组合成绩。现在实验考察高中一年级学生的抽样组合思维能力,以组合问题中的总体元素数量和样本元素数量为自变量,设置了五选三、七选三和七选四的三种抽样组合问题条件。实验结果发现,随着总体元素数量和样本元素数量的增加,被试的组合成绩明显下降。这表明,青少年的抽样组合思维能力虽已获得,但随组合元素数量增加而表现出倒退,并没达到成熟的一般性;其发展水平可能存在初级水平到高级水平的区分。     

小学一年级儿童简算策略发现的意识性研究

考察不同问题呈现方式和不同问题情境对小学一年级儿童简算策略发现的影响,及策略发现有无意识性。结果表明,问题呈现方式与问题情景对相反数策略发现影响显著,完整呈现比不完整呈现,封闭问题情景比混合问题情景更容易促使儿童发现新策略。研究证实了无意识策略的存在。通常情况下是先出现无意识策略,再出现有意识策略。但并非所有有意识策略出现之前都出现无意识策略。     

Sequential sampling designs for the two-parameter item response theory model

In optimal design research, designs are optimized with respect to some statistical criterion under a certain model for the data. The ideas from optimal design research have spread into various fields of research, and recently have been adopted in test theory and applied to item response theory (IRT) models. In this paper a generalized variance criterion is used for sequential sampling in the two-parameter IRT model. Some general principles are offered to enable a researcher to select the best sampling design for the efficient estimation of item parameters.     

Influence of two types of information trials on the formation of a discrimination-reversal learning set in Japanese monkeys

Abstract: Three groups of male adult Japanese monkeys were trained in 30 discrimination-reversal learning-set (LS) problems using the Wisconsin General Test Apparatus. A control group ( N = 3) was trained in the standard procedure: acquisition of up to 12 consecutive correct responses, reversal to the same criterion, and then shift to a new problem. To the other two groups, three information trials signaling the stimulus value in reversal were given after they reached the criterion in acquisition. Subjects in the positive-stimulus information (PSI) group ( N = 4) were exposed only to the reversal positive stimulus, and a response to it was rewarded. Subjects in the negative-stimulus information (NSI) group ( N = 4) were exposed only to the reversal negative stimulus, and any response to it was not rewarded. Information trials reduced reversal errors and NSI trials were more effective than PSI trials in error reduction ( p < .05). Information trials also aided in acquisition: the NSI and PSI groups learned the acquisition phase of the problems with significantly fewer errors than control group ( p < .01) in the last stage of training. The implications of these results are discussed in relation to strategy learning and attention learning in LS formation.     

题材个体化和问题重述两策略的效果研究

探讨题材个体化和问题重述作为两种解题策略在解决加、减法应用题中的有效性,采用了４种策略类型×３种数学能力水平×２种问题题材×２种题材情境与解题操作关系的四因素混合设计。结论如下：学生基本上能够独立进行题材个体化和问题重述;在本实验条件下,水平高的学生,运用不同策略没有差异;水平中等的学生运用双策略、水平低的学生运用双策略以及题材个体化策略均产生了积极效果;题材个体化策略对于解决不熟悉题材的应用题将产生积极效果,运用以上两策略解决问题情境与解题操作相矛盾的问题没有帮助。除了应用题陈述图式以外,本实验证明还存在着应用题结构图式;可把题材个体化和问题重述作为解题策略教给学生运用。     

学习困难学生语义分类编码策略的研究

通过对３８名学习困难学生与４８名学习优秀学生使用语义编码策略的比较研究,发现学习困难学生不能像学习优秀学生那样自觉地在学习的信息加工过程中使用学习策略;学习困难学生不使用学习策略的机械学习成绩与学习优秀学生无显著差异;教育训练有助于学习困难学生将语义编码之类的活动运用于信息加工过程而促进学习。     

Direct assessment of quality of care in a geriatric nursing home

Direct observation was used to examine multiple aspects of care provided in a proprietary nursing home. The samples were taken at random intervals, 7 days per week for 5 weeks, across several categories of environmental and resident conditions as well as staff and resident activity. Results showed a high degee of compliance with predefined standards (based on current federal regulations) for environmental and resident conditions. Overall distributions of resident and staff activity showed results similar to those found in previous studies, with residents spending most of their time engaged in nonsocial activity and staff spending the majority of their time engaged in nonresident work. When data were analyzed across areas of the facility, times of day, and weekdays versus weekends, some differences were noted. Weekend versus weekday comparisons showed higher resident:staff ratios on weekends and more resident inactivity, but no significant differences in environmental or resident conditions. In addition, more frequent resident care, resident interaction, and resident activity were observed in Medicare units than in non-Medicare units. Results are discussed in terms of federal requirements for monitoring the quality of care in nursing homes and the potential use of time sampling expressly for this purpose.     

Action and emotion in everyday life

This study of naturally occurring behaviour employed a "beeper technique" to investigate the actions carried out by 152 subjects in eight different groups, viz. adult students, employed students who were also parents, unemployed, art students, doctoral students, alcoholics, retired people and a control group. Actions were sampled for seven subsequent days, five times per day between 8 a.m. and 10 p.m. at randomly selected occasions. Each action was rated on a number of variables, shortly after it was sampled (median delay approximately 10 min). Some of the findings were: Time allocation corresponded well with national estimates. Being under situational control was highly aversive. Instrumental and consummatory orientations correlated positively. The background variables were, on the whole, only rather weakly related to action ratings, but it was found that women and retired persons tended to report a higher level of well-being.