高师学生教学态度研究

对503名高师学生的教学态度进行问卷施测,结果显示:当前高师学生的教学态度是较积极、进步的,倾向人文取向的;性别、学科以及中学教学经验对高师学生教学态度有显著的影响,但当前的高师教育并未能有效促进学生养成积极的教学态度.     

图式与句式教学:一个转折复句的教学实验

本研究根据图式理论设计转折复句的教学实验。实验对象是54个小学五年级的学生。研究发现：实验组无论在转折复句的辨认、改正和写作的表现．都明显地优于控制组。其中以改正能力的差异最明显,而且辨认、改正和写作能力的相关系数也很高。     

初中生英语词汇记忆策略的研究

通过对134名初中三年级学生英语词汇记忆策略的问卷调查以及记忆不同难度的词汇时所使用的策略的分析,发现初三学生以使用机械的、一般性的记忆策略为主;优生比差生更善于选用具体的词汇记忆策略;词汇记忆难度增大时,选择和使用多种策略的频率与人数有所增加。     

教材内容的情感性分析及其处理策略

人们对教材的教学心理学分析研究相对较少,仅有的也多囿于认知维度。奥苏贝尔在其意义学习理论框架下研究了教材的意义性及其学习条件问题,并提出了著名的处理教材内容的先行组织者策略,然其研究仍属认知维度。其实,教材也是构成教学中情感现象的一个重要源点,对其进行情感性分析研究,将有助于从情感维度系统优化教学。故本文对教材内容进行较系统的情感分析,归纳为蕴涵显性、隐性、悟性和中性情感因素的四大类,并在教学实验     

Subtle forms of racism in strategy documents concerning Roma inclusion

This paper explores the ways in which national governments address the social inclusion of disadvantaged and disenfranchised groups in official strategy documents of the state. Data for this study come from a corpus of four key government strategy papers concerning Roma inclusion published by the Romanian Government between 2001 and 2015. This paper specifically looks at the ways in which strategy documents frame the problem of “crime” in the context of Roma inclusion. Texts were analysed using a critical frame analysis approach complemented by insights from discursive research. The findings highlight that although generally government policy on the Roma adopts and promotes a progressive/liberal agenda that aligns with EU strategic goals, pronounced ambivalence towards Roma people and subtle forms of racism are still present and persist.     

The global workspace theory,the phenomenal concept strategy,and the distribution of consciousness

Peter Carruthers argues that the global workspace theory implies there are no facts of the matter about animal consciousness. The argument is easily extended to other cognitive theories of consciousness, posing a general problem for consciousness studies. But the argument proves too much, for it also implies that there are no facts of the matter about human consciousness. A key assumption is that scientific theories of consciousness must explain away the explanatory gap. I criticize this assumption and point to an alternative strategy for defending scientific theories of consciousness, one that better reflects the ongoing scientific practice. I argue there are introspectable inferential connections from phenomenal concepts to functional concepts that scientists can use to individuate the global workspace in terms of capacities that animals and humans share.     

翻转教学法对高中生认知负荷及学习成绩的影响

采用不等组实验组、控制组前测后测的准实验设计,探讨了翻转课堂背景下翻转教学法对高中生认知负荷及学习成绩的影响。结果发现：（1）翻转教学法能有效降低高中生的内在认知负荷,提高其学习成绩与学习效率;（2）翻转课堂背景下,高中生的认知负荷存在知识反转效应,即高成绩者的收益低于低成绩者。结果提示,翻转课堂取得优异学习效果的心理机制在于通过有效降低学习者的内在认知负荷而影响其学习成绩;同时,翻转教学法的运用过程中须考虑学习者认知负荷的变化及学习效率,其对所有的学习者不是同等有效的。     

Simple Threshold Rules Solve Explore/Exploit Trade-offs in a Resource Accumulation Search Task

How, and how well, do people switch between exploration and exploitation to search for and accumulate resources? We study the decision processes underlying such exploration/exploitation trade-offs using a novel card selection task that captures the common situation of searching among multiple resources (e.g., jobs) that can be exploited without depleting. With experience, participants learn to switch appropriately between exploration and exploitation and approach optimal performance. We model participants' behavior on this task with random, threshold, and sampling strategies, and find that a linear decreasing threshold rule best fits participants' results. Further evidence that participants use decreasing threshold-based strategies comes from reaction time differences between exploration and exploitation; however, participants themselves report non-decreasing thresholds. Decreasing threshold strategies that “front-load” exploration and switch quickly to exploitation are particularly effective in resource accumulation tasks, in contrast to optimal stopping problems like the Secretary Problem requiring longer exploration.     

Feedback and its effectiveness in a computer-aided personalized system of instruction course

In a computer-managed version of Keller's personalized system of instruction, students received frequent feedback from more advanced students within the course. Overall accuracy of student-provided feedback was 87%, and students complied with 61% of the feedback.     

The development of children's rule use on the balance scale task

Cognitive development can be characterized by a sequence of increasingly complex rules or strategies for solving problems. Our work focuses on the development of children's proportional reasoning, assessed by the balance scale task using Siegler's (1976, 1981) rule assessment methodology. We studied whether children use rules, whether children of different ages use qualitatively different rules, and whether rules are used consistently. Nonverbal balance scale problems were administered to 805 participants between 5 and 19 years of age. Latent class analyses indicate that children use rules, that children of different ages use different rules, and that both consistent and inconsistent use of rules occurs. A model for the development of reasoning about the balance scale task is proposed. The model is a restricted form of the overlapping waves model (Siegler, 1996) and predicts both discontinuous and gradual transitions between rules.