Long‐Term Episodic Memory in Children with Attention‐Deficit/Hyperactivity Disorder

Twenty‐nine grade‐matched 4th–8th‐grade males, 12 with attention‐deficit/hyperactivity disorder (ADHD) (age M= 12.2 years, SD= 1.48), and 17 without (age M= 11.5, SD= 1.59), completed two working memory tasks (digit span and the Simon game) and three long‐term episodic memory tasks (a personal event memory task, story memory task, and picture recognition task). In line with clinical observations, children with ADHD performed worse than peers on all working memory tasks, but performed as well as or better than peers on long‐term episodic tasks, demonstrating particularly detailed memory for personally experienced past events. Participants' parents also completed questionnaires about their children's memories in daily life. Parents rated children with ADHD lower than children without ADHD on working and semantic memory (e.g., remembering names, spelling, and math), but rated them as high or higher on memory for events. Implications for theory and educational practice are discussed.     

The Effects of Arts Integration on Long‐Term Retention of Academic Content

Previous correlational and quasi‐experimental studies of arts integration—the pedagogical practice of “teaching through the arts”—suggest its value for enhancing cognitive, academic, and social skills. This study reports the results of a small, preliminary classroom‐based experiment that tested effects of arts integration on long‐term retention of content. We designed matched arts‐integrated (AI) and conventional science units in astronomy and ecology. Four randomized groups of 5th graders in one school completed one unit in the treatment (AI) condition and the other in the control (conventional) condition. To control for teacher effects, four teachers taught the same subject to different groups in each condition. We administered curriculum‐based assessments before, immediately after, and 2 months after each unit to measure initial learning and retention. Results showed no differences in initial learning, but significantly better retention in the AI condition. Increases in retention were greatest for students at the lowest levels of reading achievement.     

More Effective Consolidation of Episodic Long‐Term Memory in Children Than Adults—Unrelated to Sleep

Abilities to encode and remember events in their spatiotemporal context (episodic memory) rely on brain regions that mature late during childhood and are supported by sleep. We compared the temporal dynamics of episodic memory formation and the role of sleep in this process between 62 children (8–12 years) and 57 adults (18–37 years). Subjects recalled “what–where–when” memories after a short 1‐hr retention interval or after a long 10.5‐hr interval containing either nocturnal sleep or daytime wakefulness. Although children showed diminished recall of episodes after 1 hr, possibly resulting from inferior encoding, unlike adults, they showed no further decrease in recall after 10.5 hr. In both age groups, episodic memory benefitted from sleep. However, children's more effective offline retention was unrelated to sleep.     

简论汉语中的外来词

本文试从现代汉语构词法的理论观点出发，较为详细地研究了外来词的六种常见形式－音译词，音译词，音译加意译词，意意兼译词，仿译词，借形词，并探讨了汉语中外来词的意义，特点与成因。     

联想思维在外语词汇教学中的运用

运用联想思维教学是创新教育的一个内容,其表现形式主要有对比联想、接近联想、相似联想、连锁联想和趣味联想等.寓联想思维于外语词汇教学之中,一方面要求教师能灵活采用、综合运用各种形式;另一方面也需要教师经常性地加强对学生联想思维的教学训练.     

Language Learning Strategies and Strategic Teaching in the Foreign Language Classroom

The results of a great deal of research have suggested that language learning strategies can be taught and that instructing learning strategies and integrating them into regular instruction can greatly facilitate the learning of a second/foreign language.The aim of this article is to draw the readers’ attention to strategic teaching that should be introduced in the foreign language classroom in order to meet the demands of contemporary language education. In particular, it points to the necessity that teachers should change their attitudes towards the roles they play in the classroom to become truly responsible for their learning.     

Language Learning Strategies and Strategic Teaching in the Foreign Language Classroom

The results of a great deal of research have suggested that language learning strategies can be taught and that instructing learning strategies and integrating them into regular instruction can greatly...     

刍议外语课堂焦虑及其应对策略

课堂焦虑是外语学习过程中一个极其重要的非智力因素。本文试图从教学体验认识外语课堂焦虑,探求其具体的焦虑源,并讨论如何克服课堂焦虑以促进外语课堂的教与学。     

Why Arts Integration Improves Long‐Term Retention of Content

Advocates of the arts agree that the K‐12 curriculum should include dedicated time for arts instruction. Some have argued further that knowledge and skills acquired through the arts transfer to nonarts domains. Others claim that evidence of this kind of transfer is limited and instead argue that the arts cultivate valuable dispositions that help students succeed both in and outside of school. Another potential benefit of the arts has received little attention, however. Arts integration—the use of the arts as a teaching methodology throughout the curriculum—may improve long‐term retention of content. A variety of long‐term memory effects well known in cognitive psychology are reviewed, and it is argued that arts integration naturally takes advantage of these effects while promoting student motivation. This review of findings and applications provides an example of how existing research from neuroscience and cognitive science can inform the work of practicing educators.     

The Long‐Term Sustainability of IRT Scaling Methods in Mixed‐Format Tests

Due to recent research in equating methodologies indicating that some methods may be more susceptible to the accumulation of equating error over multiple administrations, the sustainability of several item response theory methods of equating over time was investigated. In particular, the paper is focused on two equating methodologies: fixed common item parameter scaling (with two variations, FCIP‐1 and FCIP‐2) and the Stocking and Lord characteristic curve scaling technique in the presence of nonequivalent groups. Results indicated that the improvements made to fixed common item parameter scaling in the FCIP‐2 method were sustained over time. FCIP‐2 and Stocking and Lord characteristic curve scaling performed similarly in many instances and produced more accurate results than FCIP‐1. The relative performance of FCIP‐2 and Stocking and Lord characteristic curve scaling depended on the nature of the change in the ability distribution: Stocking and Lord characteristic curve scaling captured the change in the distribution more accurately than FCIP‐2 when the change was different across the ability distribution; FCIP‐2 captured the changes more accurately when the change was consistent across the ability distribution.     

基于内隐记忆理论的外语教学

内隐记忆是当代记忆研究的重点.外语学习离不开内隐记忆的参与,重视内隐记忆的存在,并采取切实可行的教学措施,促进学生既有意识地学,又无意识地学,使之所学知识长时间的保持.通过论述内隐记忆的研究历程、概念和特点,对外语教学的启示进行比较深入的探讨.     

外语合作学习课堂教学模式研究

文章通过对合作学习本质的分析,阐明了合作学习是一种有效的外语课堂教学模式,并且有助于社会所需良好素质的培养。     

外语教师在课堂教学中的角色转换

当前我国外语教学改革的重要课题之一,是深入研究教师在课堂教学中所应扮演的角色,并迅速完成其角色转换。外语教师应该花大力气去研究如何引起学生学和帮助学生学,以培养能力为目标,进行精心细致的备课,用实践活动作课堂教学的主线,使外语课堂教学从知识灌输型转化为能力培养型。如此,则必然给外语课堂教学带来革命性变化,实现大幅度提高外语教学质量的目标。     

关于大学外语翻转课堂的几点思考

翻转课堂是信息技术与课堂教学相结合的新的教学模式。本文就在大学外语教学过程中实施翻转课堂应注意的几个问题进行了讨论,以期发挥该教学模式的优势。     

对外汉语离合词教学研究

离合词是处于词和短语之间的中间状态,是教学的一个重难点。对离合词的认识存在分歧、离合词的扩展形式多样以及对语法特点认识不清等原因,使留学生在离合词学习中容易出现偏误。在教学中,离合词的分级教学应依据离合词在日常交际中的使用频率、离合词使用的正确率、离合词在《汉语水平词汇与汉字等级大纲》中的分布以及其涉及的相关语法点在《汉语水平等级标准与语法等级大纲》中的分布进行。     

外语教学中的课堂教学管理研究

课堂教学管理是教学管理的重要组成部分.保证教学质量,提高教学效果都离不开教师对每一堂课的组织和管理.尤其是在外语教学中,良好的教学环境,有效的课堂组织会营造出一个宽松、积极而又和谐的教学氛围,使学生更好地参与语言教学活动.     

华语教学中的文化教学管见

受第二语言教学的传统理论影响,华语教学仍重纯语言教学而轻文化能力的培养,形成重语言而轻文化的现状。其实,语言教学担负着文化传播的使命,华语教学也不例外。华语所传递的文化信息是华语教学内容中不可或缺的重要组成部分。     

国外短时记忆与词汇学习问题研究述评

近年国外关于短时记忆与词汇学习的研究兴起,成果不断涌现。笔者针对1997年至2009年间的相关文献进行了综述研究,尤其针对正常人群体、缺陷性人群、成人、非成人、单纯母语环境和二语语言环境等研究范畴,梳理了相关学派的观点和方法,以期扩大国内视野和为我国学者开展相关课题研究提供一些启示。     

外语教师课堂角色与作用研究综述

文章通过教师对两种不同的教学模式-"以教师为中心"和"以学生为中心"的课堂中角色和作用对比,探讨了在新形势下教师该如何发展积极的导向作用,为学生创造良好的学习氛围.     

Effects of Pointing Gestures on Memory for (In)Congruent Stimuli in Children and Young Adults

We investigated whether finger pointing toward picture locations can be used as an external cognitive control tool to guide attention and compensate for the immature cognitive control functions in children compared with young adults. Item and source memory performance was compared for picture‐location pairs that were either semantically congruent (e.g., a cloud presented at the upper half of the screen) or incongruent (e.g., a cloud presented at the lower part of the screen). Contrary to our expectations, pointing had an adverse effect on source memory compared to visual observation only, in both age groups. As expected, superior source memory performance was found for congruent compared to incongruent picture‐locations pairs in both age groups. These findings suggest that pointing toward pictures compared to only viewing may hamper memory, and that congruent picture locations are easier to remember than incongruent ones.