商务英语词汇记忆策略研究

本文通过问卷调查和词汇测试，以“两种记忆说”和“加工水平说”为理论依据，运用教育统计学原理，使用教育统计软件（SPSS11．5），研究了商务英语专业三年级学生学习词汇策略及其对词汇增长的影响。研究结果表明：通过对词汇记忆策略的传授，实验组的成绩显著高于对照组成绩，说明在商务英语词汇记忆中归类联想记忆法优于词汇表法，而且运用归类联想记忆法所记忆的单词的遗忘率低于词汇』表法所记忆的单词。     

高校商务英语专业与非商务英语专业学生的词汇记忆策略比较研究

文章通过问卷、测验和访谈的形式,调查了60名商务英语专业学生和70名非商务英语专业学生学习商务英语词汇时使用记忆策略的总体情况,比较了两组学生使用记忆策略的差异。根据实验数据,发现了影响记忆策略效果的5个因素,并针对如何提高商务英语词汇学习的有效性提出了建议。     

小学生英语词汇记忆策略

本文探讨了记忆的类型及其与外语学习的关系，并从小学生学习特点和记忆结构的角度论述了有效提高小学生英语词汇记忆效率的策略，即重视首次感知，刺激瞬间记忆；变换记忆方式，强化短时记忆；巧用复习策略，形成长时记忆。     

艺术专业大学生英语词汇记忆策略分析

该文探讨了艺术专业大学生学习英语词汇的合理策略。通过设计调查问卷和实际测试，获知了学生对英语词汇记忆策略的认知水平和实际应用情况，并对其进行了统计学分析，最后得出结论：艺术专业大学生在英语词汇的学习中虽然比较传统，但还是采用了各种先进的记忆策略，在一定程度上提高了学习效率；教师应鼓励和帮助学生进一步选择、应用适当的词汇记忆策略。     

论大学英语词汇记忆策略培训

大学英语词汇记忆策略培训实践一年后,试验班和非试验班学生的词汇能力有了区别,试验班学生的词汇及词汇应用水平比非试验学生高,从而说明词汇记忆策略培训对提高大学生词汇记忆能力的积极作用。     

循环记忆策略在高中词汇记忆中的运用实验

词汇记忆对于英语学习至关重要。试验以高一年级三个班级的学生为试验对象,两个班级采用循环记忆方法,对照组采用正常的词汇教学方法。教学后考试成绩统计结果显示,实验组的成绩高于对照组,说明循环记忆策略对于高中生词汇记忆有显著的优势,使用分散的循环记忆策略的效果优于集中的循环记忆策略。     

浅谈日语词语学习记忆能力的培养

在日语词语教学中，应如何解决日语词语的难记、易忘的问题呢？笔者认为，应遵循记忆规律，通过开发学生记忆潜能，传授记忆策略和方法等措施，培养学生的记忆能力的办法加以解决。     

艺术专业大学生英语词汇记忆策略分析

该文探讨了艺术专业大学生学习英语词汇的合理策略。通过设计调查问卷和实际测试,获知了学生对英语词汇记忆策略的认知水平和实际应用情况,并对其进行了统计学分析,最后得出结论:艺术专业大学生在英语词汇的学习中虽然比较传统,但还是采用了各种先进的记忆策略,在一定程度上提高了学习效率;教师应鼓励和帮助学生进一步选择、应用适当的词汇记忆策略。     

小学生三种课文记忆策略的实验研究

到目前为止，在研究领域已经大致掌握了儿童记忆策略发展的规律，也总结出了一系列有价值的记忆策略，而结合具体任务，可以直接用于指导教育教学实际的记忆策略却并不多见。为此，本研究在已有的基本记忆策略基础上，提出三种综合性记忆策略，即概要试忆策略、全方位整零结合记忆策略和合理复习策略，旨地探讨可供借鉴的有价值的课文记忆策略服务于语文教学。实验在小学五年级学生中进行。实验结果显示，三种综合性记忆策略应用于小学语文课文记忆中均很有效。     

高职生英语词汇记忆策略训练实验研究

本实验研究参照了前人的策略分类观点和英语词汇本身的学习特点,提出了词汇记忆的三种基本策略。基于三种策略的训练研究表明：联想记忆策略训练能明显改善高职学生的词汇记忆．元记忆自我测试策略和拼读策略训练对高职英语低水平学生的词汇记忆有着显著的积极影响。本研究还提出了词汇学习策略的教育启示。     

Working Memory and Strategy Use Contribute to Gender Differences in Spatial Ability

In this review, a new model that is grounded in information-processing theory is proposed to account for gender differences in spatial ability. The proposed model assumes that the relative strength of working memory, as expressed by the ratio of visuospatial working memory to verbal working memory, influences the type of strategies used on spatial ability tasks. Strategy use, in turn, influences performance on spatial ability tasks. Gender differences in spatial ability can be explained by gender differences in strategy use as a function of the relative strength of visuospatial working memory to verbal working memory.     

有无文字匹配图片记忆效果的实验研究

以分层随机抽取的梅州市初中生50名、高中生60名和大学生50名为样本,采用有、无文字匹配图片为实验材料,通过实验探讨有、无文字匹配图片的记忆效果及其规律。结果表明：图片记忆效果与文字记忆效果一样,符合＂意义记忆效果优于机械记忆＂的记忆规律;图片记忆效果无性别差异;初中生的有意形象记忆已达到成人水平,即青少年的有意形象记忆已发展到了＂高峰＂。从初中到高中,无意义形象记忆水平在迅速发展,到了高中阶段,无意义形象记忆水平已发展到顶峰,以后再难有明显发展。     

Memory for everyday information in students with learning disabilities

This study compared students with and without learning disabilities (LD) on their recall of academic information and information encountered in the students' everyday lives. The academic recall measures included a sentence listening span test, a rhyming words working memory test, and a visual matrix working memory task. Students' cued recall of all the tasks was also measured. The everyday working memory tasks included a dance episode event recall test; a library procedure recall test; and recall tests of commonly found objects, such as a coin, a telephone, and a McDonald's sign. Compared to students without LD, students with LD performed poorly on both the academic recall tasks and the everyday recall tasks. These results support the notion that some students with LD may have working memory problems that affect their performance on tasks other than reading. The results of the cued recall showed that the availability of cues significantly decreased the ability group differences on many of the academic and everyday tasks. This result replicates prior research findings that students with LD do not use retrieval strategies effectively and that some students with LD may have a production deficiency that affects their retrieval of previously encoded information.     

Verbal Short-Term Memory Span in Speech-Disordered Children: Implications for Articulatory Coding in Short-Term Memory

One influential explanation of the development of verbal short-term memory in children argues that short-term memory capacity is a direct function of speech rate. This theory predicts that children with pathologically slow speech will show reduced verbal short-term memory capacity and will show less evidence of speech-base coding on verbal memory tasks. To test this prediction, verbal short-term memory span was assessed using a task that did not require a verbal response in 37 speech-disordered children and 37 age- and sex-matched controls (age range 4-15 years). The speech-disordered group had a significantly lower short-term memory capacity, a smaller word length effect, and reduced speech-motor activity during rehearsal periods. Covariance analyses revealed that these differences were not a function of general intellectual or motor speed differences between the groups, and that speech rate as a covariate abolished group differences in short-term memory. These results suggest that speech rate may be a causal determinant of verbal short-term memory capacity.     

高职学生英文语法记忆自我效能特点

英文语法记忆自我效能感是指个体对英文语法记忆能力的信念,对英文语法记忆成绩具有重要的作用。根据班杜拉的自我效能理论,采用自编的《高职学生英文语法记忆自我效能问卷》,从年级、性别、英语水平和生源等方面探析了高职学生英文语法记忆自我效能的特点,并为高职院校中的英文语法教学提出相应的建议。     

Gender Differences in Arithmetic Strategy Use: A Function of Skill and Preference

This study was designed to examine whether first-grade boys' use of retrieval and first-grade girls' use of manipulatives reflected gender differences in their abilities to use these strategies or gender differences in preferences for strategy use. Eighty-four first-grade students, 42 boys and 42 girls, from two suburban elementary schools participated in this study. The children solved basic arithmetic problems under two conditions: a free-choice condition in which they were allowed to solve the problems any way they preferred and a game condition in which the children's strategy use was constrained so that all children used the same strategies on the same arithmetic problems. Strategy use during the free-choice session replicated the findings of earlier research indicating that girls tend to use strategies utilizing manipulatives and boys tend to use retrieval. During the game condition, when we controlled the types of strategies children used on different problems we found that boys were as able as girls to calculate solutions using manipulatives. Girls, however, were not as capable as boys in their retrieval of answers to arithmetic problems from memory. No differences were found in error rates or speed of retrieval. Gender differences were found in the variability of correct retrieval, with boys being significantly more variable than girls.     

The contribution of reading comprehension ability and meta‐cognitive control to the development of studying in adolescence

This study investigated the developmental changes in the contributions of comprehension ability and the meta‐cognitive control of several study strategies (selection, memory, monitoring) to competence in studying among average and above‐average seventh and eleventh‐grade students. Results indicated that the ability to comprehend and meta‐cognitive control of study strategies were related to the recall of information at both ages. However, meta‐cognitive control was clearly more important to the older students than it was to the younger students. These data suggest that future research on the development of studying should focus on students’ use of the strategies of memory and monitoring.     

Self-regulation of homework behaviour: relating grade,gender, and achievement to homework management

Abstract

The present investigation linked grade, gender, and maths achievement to homework management strategies using data from 305 Chinese students in grades 7, 8, and 9. These strategies included arranging the environment, managing time, handling distraction, monitoring motivation, and controlling potentially interfering emotion. A three-way MANOVA examined the effects of grade, gender, and maths achievement on homework management strategies. Grade or gender was not related to homework management strategies. Meanwhile, high-achieving students (compared with low-achieving students) were more likely to arrange the environment, manage time, handle distraction, monitor motivation, and control negative emotion.     

Gender Differences in Eye Movements in Solving Text-and-Diagram Science Problems

The main purpose of this study was to examine possible gender differences in how junior high school students integrate printed texts and diagrams while solving science problems. We proposed the response style hypothesis and the spatial working memory hypothesis to explain possible gender differences in the integration process. Eye-tracking technique was used to explore these hypotheses. The results of eye-movement indices support the response style hypothesis. Compared to male students, female students spent more time and displayed more fixations in solving science problems. The female students took more time to read the print texts and compare the information between print-based texts and visual-based diagrams more frequently during the problem-solving process than the male students. However, no gender differences were found in the accuracy of their responses to the science problems or their performances in the spatial working memory task. Implications for psychological theory and educational practice are discussed.     

SECI视角下英语词汇记忆专题学习网站的设计研究

词汇记忆是英语学习的一个重要组成部分。学生在记忆词汇方面,往往投入大量的时间、精力,但由于缺乏必要的记忆情境和学习策略,记忆效果不甚理想。传统记忆需要学生付出较多的注意,属于外显学习。本研究基于日本学者Nonaka的SECI模型,从隐性知识与显性知识转化的角度出发,借助现代信息技术,将词汇的记忆置于不同的知识场域中,构建符合SECI模型理念的专题学习网站,以实现学生对词汇高效且长久的记忆。