THE EFFECTS OF RESPONSE CARDS ON STUDENT AND TEACHER BEHAVIOR DURING VOCABULARY INSTRUCTION

The use of response cards during whole‐class English vocabulary instruction was evaluated. Five low‐participating students were observed during hand‐raising conditions and response‐card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were higher for all targeted students in the response‐card condition. The teacher asked a similar number of questions in both conditions; however, she provided more feedback in the response‐card condition.     

Generalizing Teaching Techniques from University to K-12 Classrooms: Teaching Preservice Teachers to Use What They Learn

Preservice teachers learn evidence-based practices in university classrooms but often fail to use them later on in their own K-12 classrooms. The problem may be a missing link in teacher preparation, i.e., failure to teach preservice teachers to generalize newly acquired techniques. Two experiments using multiple baseline designs across participants assessed effectiveness of a model to promote generalization and maintenance of a specific teaching skill. In Experiment 1, preservice teachers’ maintenance of behavior deteriorated from practicum to student teaching when intervention consisted of training to criteria alone. When a programming for generalization component (program common stimuli) was added to the intervention, teachers in Experiment 2 generalized and maintained behavior across settings (student teaching to own classrooms) at a higher average than occurred during intervention.     

How successful would a phone‐pillow be: Using dual process theory to predict the success of hybrids involving dissimilar products

Drawing on dual process theory from psycholinguistics, results reveal that, in order for respondents to develop preferences for hybrids from dissimilar categories the products underlying the hybrid need to be structurally aligned based on links between individual functions, and that these links also need to be situated in concrete consumer goals (study 1). In addition, it was found that category similarity interacts with these two factors (study 2). Specifically, prompting the potential consumer to think about structural alignment and consumer goals increased the success of hybrids made up of dissimilar products, but decreased the success of hybrids involving similar products.     

汉字频率和构词数对非汉字圈学生汉字学习的影响

探讨汉字频率和构词数对非汉字文化圈的留学生汉字学习效果的影响。实验要求被试对已学过的不同频率和构词数的汉字写出拼音并组词,结果显示,汉字频率对汉字学习效果有影响,而且频率效应的大小受笔画数的制约;实验未发现构词数对汉字学习效果的影响。研究结果表明,语言输入的频率是影响汉语习得的一个重要因素     

心为文字之性:永明延寿判教原则的语言哲学分析

Along with the Chan’s “linguistic turn”, the significance of sutras, which were despised and even regarded as the obstacle to complete enlightenment, became accepted by the Chan. Due to Yanshou’s contributions, the principle that emphasized the diversity of teaching in terms of the relationship between meaning and expression in the Sui and Tang Dynasties has been changed into a system which stressed the importance of the root/branches relationship of the mind and words. According to Yanshou, the conflict between the Chan and doctrinal teachings is resolved by highlighting the significance of words. Yanshou’s work greatly inspired the Chan’s interest in words in the Song Dynasty. __________ Translated from Jiangsu Shehui Kexue 江苏社会科学 (Jiangsu Social Sciences), 2005, (5): 109–113     

Child-rearing goals of Estonian, Finnish, and Swedish mothers

In the present study, the child-rearing goals of mothers of 4- to 6-year-old children from Estonia, Finland, and Sweden were compared. The developed Child-Rearing Goals Questionnaire consisted of three different tasks: open-ended questions, item rating, and item ranking. All mothers were similar in valuing highly self-maximization, but differed in emphasis on traditional child-rearing goals (e.g., conformity, obedience, politeness, being hard-working, etc.). The Swedish mothers tended to stress the characteristics connected with self-maximization as well as self-confidence and children's happiness, but did not value the traditional child-rearing goals. The Estonian mothers attached a great significance both to the traditional characteristics and to self-maximization. The Finnish mothers also stressed both traditional and non-traditional values, but to a lesser extent than the Estonians. The Swedish and Finnish mothers' child-rearing goals were relatively homogeneous. In contrast, the Estonian mothers were generally less focused on any specific goal. Mothers with a lower level of education stressed traditional goals more than mothers with a higher level of education. The results are discussed in the light of the possible effect different cultural contexts have on maternal child-rearing goals: bringing up children in stable welfare societies (such as Sweden and Finland) in contrast to a rapidly changing society (such as Estonia).     

对中学教学中教师运用情感因素的现状调查

针对中学教师在教学中运用情感因素现状的大规模问卷调查,结果表明,重知轻情现象在当前的中学教学中十分普遍,并主要表现在虽有一定认识却鲜于教学实践的状况上,其原因主要是缺乏情感教学方面的理论和方法上的指导,也为一些误解所致,而市区和郊区中学、重点和非重点中学在这方面存在的问题基本一致,不存在明显差异。     

认知匹配策略和形式匹配策略的实验研究

将用以调节学生学习心向的两条教材内容的情感性处理策略——认知匹配策略和形式匹配策略分别运用于语文和外语教学中,进行现场教学实验研究。研究结果表明：分别运用这两条策略对教材内容进行情感性处理,对调节学生的学习心向,促进学生的认知和情感学习、提高课堂教学质量是可行而有效的。