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861.
This paper overviews the interactivist model of representation and its applications in artificial intelligence (AI) and intelligent robotics. Selected examples from approaches in AI and robotics are contrasted with the generic interactivist architecture in order to illustrate specific features of it. Petitagé, an artificial agent that instantiates our interactivist-expectative theory of agency and learning (IETAL), is discussed in detail from the interactivist perspective. 相似文献
862.
Using a meta‐analytical procedure, the relationship between team composition in terms of the Big‐Five personality traits (trait elevation and variability) and team performance were researched. The number of teams upon which analyses were performed ranged from 106 to 527. For the total sample, significant effects were found for elevation in agreeableness (ρ = 0.24) and conscientiousness (ρ = 0.20), and for variability in agreeableness (ρ = ?0.12) and conscientiousness (ρ = ?0.24). Moderation by type of team was tested for professional teams versus student teams. Moderation results for agreeableness and conscientiousness were in line with the total sample results. However, student and professional teams differed in effects for emotional stability and openness to experience. Based on these results, suggestions for future team composition research are presented. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
863.
Jonathan Sutton 《Studies in East European Thought》2006,58(2):107-135
This is an examination of two essays on minimal religion by Mikhail Epstein (1982 and 1999), assessing the usefulness of the
term ‘minimal religion’ for the analysis of religion in contemporary Russia.
An adapted version of a paper delivered at the School of Slavonic and East European Studies (SSEES), University of London,
on 8 December, 2003. Note regarding Mikhail Epstein’s use of the words ‘religion’, ‘religiosity’ and ‘spirituality’: Epstein
uses the word ‘religion’ to signify ‘mainstream’, church-based manifestations of religion and also the institutional, hierarchical
structures related to those. Although in English usage the word ‘religiosity’ has negative connotations – signifying either
a superficially felt religious sentiment or a somehow false and insincere expression of religious feeling, intended for outward
show – Epstein appears to use the term entirely neutrally. For him it simply serves as a synonym for the word ‘spirituality’.
In the two essays examined in the present article the word ‘spirituality’ signifies the whole inner spiritual life and aspirations
of the individual and her/his reflection on an ethical way of living, whether the person concerned is a committed, church-going
believer, or someone engaged in a personal spiritual or philosophical quest for meaning, or else someone who has experienced
what Epstein refers to as ‘the wilderness’ of the Soviet years and has learnt of a spiritual dimension to life through that
formative experience. 相似文献
864.
865.
管理培训背景下适应性绩效的结构分析 总被引:9,自引:0,他引:9
本研究以适应性绩效理论为基础,在上海、北京、广州、浙江、江苏、重庆等地用问卷调查了十多个企业的管理培训实施情况,得到了334个有效样本。对数据进行探索性因素分析和验证性因素分析后,得到了管理培训背景下的四因素适应性绩效结构模型,四个因素分别被命名为:压力和应急处理、创新解决问题、岗位持续学习以及人际和文化适应。该适应性绩效结构为管理培训评估研究中效标的确定提供了新思路。最后讨论了今后研究需要进一步注意的问题。 相似文献
866.
867.
本文以中介语的历时变化和共时变化为视角,归纳和分析了中介语多变性的不同语言能力变化论和不同环境语言运用变化论;并从学习者的语言运用环境和交际对象、学习方式和在语言运用中对语言形式的注意程度等方面,对解释中介语多变性的不同观点进行了评介。最后,从联结的角度对中介语本质特性进行了分析。 相似文献
868.
小学生数学应用题解题水平影响因素的研究——视空间能力、认知方式及表征方式的影响 总被引:4,自引:0,他引:4
研究采用3(年级)×2(场认知方式)×2(视空间能力水平)×3(问题表征方式)四因素混合实验设计,探讨了这四种因素对小学生数学应用题解题水平的影响。结果表明:年级、认知方式、空间能力以及问题表征方式均是影响小学生应用题解决水平的关键因素;问题表征方式、认知方式、空间能力以及年级四个因素对小学生解题水平存在交互作用,其中图形提示有利于场依存性学生解题水平的提高,低空间-场依存型的学生更适合图形提示;高空间-场依存型的学生随年级升高解题能力发展较快,而低空间-场依存型的学生解题水平提高较慢;随着年级的升高,图式表征对小学生问题解决的促进作用增强。 相似文献
869.
供应链伙伴间的信任、承诺对合作绩效的影响 总被引:18,自引:0,他引:18
本文通过问卷调查的方式探讨供应链伙伴间的信任、关系承诺对合作绩效的影响。研究结果显示组织信任、个人信任与合作绩效存在正相关关系,组织信任通过关系承诺对合作绩效的间接影响明显高于其直接影响,个人信任通过关系承诺对合作绩效的间接影响明显不及其直接影响。 相似文献
870.
Jeongmin Lee Stephanie Simmons Zuilkowski 《The British journal of educational psychology》2022,92(3):974-993
Contextualizing the role of teachers in social-emotional learning (SEL) in Malawi, we examine how teachers’ comfort with, commitment to, and perceived school culture toward SEL relate to their actual teaching of it. Using surveys from 432 primary school teachers (20–60 years old), we found teacher comfort and supportive school culture were positively related to integration of SEL into classroom instruction, while commitment had no statistically significant relationship with implementation. We explore plausible explanations for these findings by interviewing 42 teachers. Together, our findings highlight the importance of teacher support systems and cultural compatibility of the curriculum for successful SEL implementation. 相似文献