专家与新手教师内隐与外显学习的比较

教师作为典型的知识密集、技术密集的群体,其隐性知识也自然比较集中和典型,而专长研究可以有效地揭示教师的知识获取特点和学习规律。然而,以往的专长研究往往通过测量专家教师和新手教师在某方面的外显行为或外显知识的差异了解教师的知识结构和行为特点,这种做法由于忽略了教师的内隐学习和隐性知识,因此难以有效地揭示专家教师与新手教师在知识和能力结构上的真实差异。本研究借鉴认知心理学对专长的研究方式（即专家--新手比较）,运用经典的序列反应时任务（SRT）调整后的范式,采用带颜色边框的同一个学生的四种真实课堂表情图片作为刺激材料,以表情作为内隐学习的维度,以颜色作为外显学习的维度,对61名专家教师与88名新手教师在内隐/外显序列学习上的差异进行了比较研究。结果发现：（1）专家和新手教师被试群体均能够习得内隐/外显序列规则;（2）专家教师与新手教师在内隐学习上存在显著差异,专家教师内隐学习效果要优于新手教师;（2）专家教师与新手教师在外显学习维度上差异并不显著。结论：专家教师与新手教师有着近乎相当的外显学习能力和外显知识水平,但专家教师的内隐学习能力和隐性知识水平要显著高于新手教师。     

真实线和想象线的朝向辨别学习及其相互迁移

以往的朝向辨别学习普遍采用真实刺激作为材料,其特异性与迁移性是研究争论的焦点之一。该研究以实线和想象线为刺激,采用朝向辨别任务训练被试,系统考察两者朝向辨别学习的特点和相互关系。结果发现,训练实线和想象线任务的两组被试行为都有显著提高,并且这两种学习效果能部分地彼此迁移,且都能迁移到不同位置。该研究结果提示,不论是想象线的学习还是实线的学习都涉及高级脑区的参与,并且两者的学习有部分共同的脑机制。     

学习能力、知识经验对儿童问题解决的影响

采用问题解决类比任务范式,考察了学习能力、知识经验对90名小学4年级儿童在问题解决过程中类比问题解决及策略运用的影响。结果发现:(1)在问题解决的质量上,学习能力具有显著制约作用,学习能力越高,问题解决成绩越好,而知识经验作用不显著;在问题解决速度上,学习能力和知识经验作用均不显著。(2)学习能力对问题解决策略运用的总体分布、高级类比和非类比策略运用具有显著性作用。(3)不同知识经验对策略运用总体分布及高级类比策略有显著性作用。     

初二学生的科学观及其与科学发现学习的关系

该研究旨在通过问卷法和实验法考察初二学生在自然科学领域中的认识论观念及其对学习过程和策略的影响.研究一发现,在科学的动态性、有限性、客观性、理论价值取向、公众性以及对科学的态度兴趣等六种基本观念上,初二学生总体上持有较混合的看法;对科学的积极态度与学习者的物理学习成绩相关显著.研究二考察了科学观对科学发现学习的影响.科学的公众性观念与灵活应用测验成绩相关显著,科学的客观性观念及智力水平对科学发现学习中的控制性实验策略有重要影响.     

目标倾向测量及其与绩效的关系

本文修订了B.Button等人所编制的目标倾向调查问卷,修订后的问卷具有较好的信效度。选取了58名文科大二学生为被试,以本学期各科期末成绩作为绩效指标,经偏相关分析,结果表明:绩效目标倾向和中国近代教育史、管理学概论、世界文化史等科目的成绩有显著相关,学习目标倾向与儿童发展心理学、教育测量学、英语4级等科目的成绩有显著相关。两类目标倾向与英语成绩的关系随课程难度的不同而变化,在此基础上,作者提出在目标倾向与绩效的关系上,可以从资源需求的角度来加以考察。     

Dyslexia and the school counsellor: A Maltese case study

Aim: This paper seeks to understand whether Maltese school counsellors are equipped to deal with dyslexic clients, considers whether specific strategies need to be used, and what positive effects, if any, counselling has on these clients. Previous studies: A literature review on self-concept and techniques on how to improve the self-concept of children with Learning Disabilities (LD)/Specific Learning Difficulties (SpLD) will place the current study in context. Method: Questionnaires (available from the authors on request) were distributed to all school counsellors on the island and analysed using content analysis. Findings: Findings from respondents indicate a need for more training, evidence-based knowledge of specific techniques when dealing effectively and successfully with dyslexic clients, specific specialised training to understand dyslexic clients and that counselling has a positive effect on dyslexic clients.     

How Artists Create: An Empirical Study of MFA Painting Students

This paper reports on an interview study with MFA students in two different full‐time MFA degree programs in painting. The interviews were conducted as part of two ethnographic studies, each one academic year in length, of art and design schools at two U.S. universities. The goal was to explore the extended process whereby MFA student artists, in the second and final year of their degree program, create the works to be displayed in their public graduation exhibition. Using a grounded theory approach, an emergent theory was developed from the interviews, with additional information provided by studio observations and analyses of the graduation exhibitions and the accompanying written theses. This emergent theory describes the artistic creative process to be wandering, unpredictable, non‐linear, and embedded in the physical act of generating work. There is no evidence that either moments of insight, or the attempt to be original, play a role in their creative process. This emergent theory is compared with theories of the creative process by creativity researchers, and with theories of the design process proposed by design studies researchers.     

Error Feedback Frequency Affects Automaticity But Not Accuracy and Consistency After Extensive Motor Skill Practice

Earlier studies addressed the effects of feedback frequency on movement accuracy and consistency. The authors additionally addressed the effects on motor automatization. High error feedback frequencies may induce attentional control processes and impede motor automatization. In a pre-post design, 42 participants were assigned to 2 groups with different feedback frequencies and practiced an arm movement sequence with 760 trials in 5 sessions. The 100% group practiced with feedback on 3 movement reversals of the sequence after each trial. The 14% group practiced with 14% frequency according to a fading schedule. Only the 14% group showed a decrease in dual-task costs indicating an increase in automaticity. Group differences in movement accuracy and consistency were not evident.     

学习困难青少年认知控制特点研究

本研究基于双重认知控制理论,通过比较学困组和对照组在持续性操作任务上的表现来探究学习困难青少年的认知控制特点。结果发现：（1）在反应性控制的指标上,学困组和对照组的反应时和正确率不存在显著差异,但学困组对探测刺激的辨别力指数更低,显示学困组的反应性控制能力存在一定不足;（2）在主动性控制的指标上,学困组的反应时更长、正确率更低,且对线索刺激的辨别力指数更低,显示学困组在对线索刺激保持的各项指标上都比对照组更差,说明学困组在主动性控制上的缺陷更为明显。     

Cognitive plasticity in successful ageing: contributions from a learning potential assessment / Plasticidad cognitiva en el envejecimiento exitoso: aportes desde la evaluación del potencial de aprendizaje

Abstract

Despite numerous studies on the subject of successful ageing, few studies address the issue from a learning potential (LP) perspective. In Latin America there is no empirical background describing LP in successful ageing. In this study, 157 elderly Argentines were categorized into ageing trajectories (successful, normal and pathological ageing) based on objective scores from autonomy level, cognitive performance and mood state scales. Subjects were assessed with classic neuropychological tests, a cognitive reserve scale and an LP test. The results show differences in LP and cognitive reserve according to different ageing trajectories. This study establishes a regional precedent of relevance in the study of LP in elderly people pursuing successful ageing. It also provides evidence of the usefulness of incorporating instances of delayed free recall and recognition in an episodic memory and LP test.