动作技能型与心智技能型人才内隐序列学习能力的比较

采用传统的序列反应时(SRT)任务范式,对动作技能型人才与心智技能型人才的内隐学习能力进行了比较研究,结果发现:(1)动作技能型人才与心智技能型人才SRT任务的序列反应时差异不显著;(2)动作技能型人才与心智技能型人才SRT任务的内隐学习量差异显著,动作技能型人才的内隐学习量比心智技能型人才高;(3)内隐序列学习能力可能是某种动作技能的表现形式.     

Processing of anaphoric devices in young skilled and less skilled comprehenders: Differences in metacognitive monitoring

This experiment investigated metacognitive monitoring in the processing of anaphors in 10–year-old skilled and less skilled comprehenders. Two tasks were used with expository texts. The direct self-evaluation task was carried out with consistent texts in which target anaphors were either repeated noun phrases or pronouns. Subjects had to read and to evaluate their own comprehension on a 6–point scale. After reading, subjects answered multiple-choice questions designed to test the processing of anaphors. In the inconsistency detection task, target anaphors were either repeated noun phrases or inconsistent noun phrases. Subjects had to read and detect inconsistencies. After reading, they answered multiple-choice questions. In both tasks, on-line measures (reading times for units containing target anaphors and for subsequent units, and look-backs) were collected in addition to off-line measures (ratings of comprehension, detection of inconsistencies and response to multiple-choice questions) in order to analyse indicators of implicit and explicit evaluation and revision activities. The results from the two tasks converged: less skilled comprehenders showed deficiencies in monitoring on measures of implicit and explicit evaluation and revision. Patterns of reading times revealed that less skilled comprehenders were sensitive to the difficulties in processing pronouns in the self-evaluation task and also sensitive to the lack of text cohesion in the inconsistency detection task. However, this sensitivity was weak and unable to trigger explicit activities. These results were interpreted in the framework of Karmiloff-Smith's (1986) model.     

Effects of two types of letter rehearsal on word memory in skilled and less skilled beginning readers

Skilled and less skilled beginning readers were taught to read and define 10 printed pseudowords. Then they rehearsed the spellings of the words in one of two ways. Experimental subjects performed activities to retain spellings in memory as orthographic images. Control subjects rehearsed the letters similarly but with the correct spellings in view. Post-tests revealed that experimentals remembered spellings better than controls. This indicates that the activity of committing letters to memory is better for learning spellings than copying letters which is what most spelling programs have learners do. Experimental subjects' superior knowledge of spellings, however, did not enable them to read the words faster or more accurately than controls, possibly because of overlearning. Comparison of good and poor readers' word-learning behavior revealed greater deficiencies in phonological than in semantic processes. Correlational analysis indicated that background skills are much more powerful than specific learning experiences in accounting for individual differences in reading and spelling performances.     

Identification of vowel speech sounds by skilled and less skilled readers and the relation with vowel spelling

Reading and spelling errors of vowels are reported in many studies (Bryson and Werker 1989; Fowler, Liberman, and Shankweiler 1977; Fowler, Shankweiler, and Liberman 1979; Goswami 1993; Landerl, Wimmer, and Frith 1997; Shankweiler and Liberman 1972). The present study tested the hypothesis that spelling errors involving vowels are linked to difficulties in vowel perception. Second to fourth graders (total n=155) were divided into five groups according to reading skill and were tested on a variety of measures involving vowel identification, vowel discrimination, and vowel spelling. Despite little difficulty on the vowel discrimination tasks, participants made many errors on the vowel identification measures. Vowel identification errors were linearly associated with reading skill with least skilled readers having significantly more difficulty with stressed “short” vowels as in dip than with stressed “long” vowels as in deep, presented in identical contexts. Vowel identification errors were also associated with vowel spelling errors. It is hypothesized that errors in vowel spelling may relate to weak access to the phoneme at the oral language level and may indicate a lack of constancy in the representation of vowels by less skilled readers. Weaknesses in vowel perception can be detected with a simple vowel identification test in which phonological similarity of test items is used as linguistic manipulation, and where phonemes must be identified based on presentation of a single test item in a forced choice format.     

Drivers of learning for the low skilled

The drivers of learning for mid-career workers with few initial qualifications from the Czech Republic, Denmark, England, France, Germany, Italy and Poland are examined. The focus in this article is upon the learning pathways and experience of the low-qualified drawn from empirical research which gathered and analysed the strategic career and learning biographies of 105 low-skilled individuals, mainly aged between 25 and 40, in the 7 countries, using semi-structured narrative interviews. The five drivers for learning evident in the interviews were enhancing self-efficacy; self-improvement; labour market-orientated learning; significant others motivating learning; and work-related practical learning. The interviewees were divided between those who wanted tangible and immediate learning outcomes and those who saw learning primarily as a means of self-improvement. Some interviewees with negative experiences of initial education were motivated to re-engage by a positive experience with continuing education, encouragement of significant others or through an experience of mastery of challenges at work which led to an increase in their self-efficacy. For the majority of interviewees, practical learning was particularly appreciated, whether undertaken to secure or enhance their current labour market position or undertaken to increase their self-efficacy.     

Personal action potency: early years practitioners participating in interprofessional practice in early years settings

This paper reports on case study research in the UK analysing the participation of early years staff in interprofessional practice to provide effective care and education for children, primarily those with special educational needs. Even though case study staff in different ‘outstanding’ settings had equivalent qualifications and similar years of experience, the ease with which they were able to marshal and deliver effective provision for children requiring input from other services varied depending on a complex set of factors. Social Practice Theory (Holland and Lave 2009) and the concepts of personal action potency in trajectories of participation (Dreier 2002, 2008) shed light on how and why this was the case. The findings indicate that structural arrangements, interpersonal relationships, history and contentions influenced the practitioners' participation in interprofessional practice, but were not entirely deterministic. Contributing to theoretical development, the paper argues that the potential for interprofessional practice is a shared rather than individual capacity in settings. There is scope for enhancing this capacity through attention to the features identified in the analysis.     

20世纪初欧洲的工人体育国际组织述论

欧洲两大工人体育国际组织曾有过争取和实现相互团结与合作的愿望,但事实上两者之间存在严重的分裂,这种分裂既是欧洲工人运动与共产主义运动国际组织分裂与对立的结果,也是欧洲工人运动与共产主义运动国际组织分裂与对立的缩影。     

Dyslexic and skilled reading dynamics are self-similar

The shape of a word pronunciation time distribution supplies information about the dynamic interactions that support reading performance. Speeded word-naming pronunciation and response time distributions were collected from 20 sixth grade Dutch students with dyslexia and 23 age-matched controls. The participants’ pronunciation times were modeled and contrasted with a lognormal inverse power-law mixture distribution. Identical contrasts were also conducted on the same participants’ response time distributions derived from flanker, color-naming, and arithmetic tasks. Results indicated that children with dyslexia yield slower, broader, and more variable pronunciation time distributions than their age-matched counterparts. This difference approximated a self-similar rescaling between the two group’s aggregate pronunciation time distributions. Moreover, children with dyslexia produced similar, but less prominent trends toward slower and more variable performance across the three non-reading tasks. The outcomes support a proportional continuum rather than a localized deficit account of dyslexia. The mixture distribution’s success at describing the participants’ pronunciation and response time distributions suggests that differences in proportional contingencies among low-level neurophysiological, perceptual, and cognitive processes likely play a prominent role in the etiology of dyslexia.     

Romanians abroad: a snapshot of highly skilled migration

This paper is about the experience of labour migration among skilled Romanians, mainly Information Technology workers and highly qualified researchers. It is based on a questionnaire survey where, among other elements, the researcher investigated the push‐pull aspects of qualified migration and the strategies of labour migration. This paper considers the perspective and personal experience of ‘brain’ protagonists, the effective reasons of their migration and their future perspectives. Some significant elements refer to the importance of electronic ‘transnationalism’, the relatively limited and unlikely possible return of ‘brains’ and a denunciation of immigration barriers and difficulties. The study is part of the author's PhD Research Project, ‘International Patterns of Migration: The Recruitment Strategies of Firms and the Aspirations and Migratory Projects of Highly Skilled Workers’.     

Differences between skilled and less‐skilled young readers in the retrieval of semantic,phonological, and shape information

This study aimed to determine whether the reading skills of third‐grade schoolchildren are associated with their preferences for semantic, phonological, and shape competitors (images or printed words) after being exposed to a spoken critical word. Two groups of children participated: skilled readers and less‐skilled readers. Through a language‐mediated visual search, children's fixations on the three competitors and a distractor were measured. When looking at images, both groups of readers preferred to look at the semantic competitor. When reading words, both groups showed a preference for the phonological competitor, but only skilled readers were sensitive to semantic information. These results suggest that early reading skills influence access to different types of representations in response to hearing a word, and they confirm the existence of a cascaded activation of information retrieval in childhood.     

建筑类技术技能型人才职业素养结构设计与培养研究

高职教育承担着培养技能型高素质人才的职责,学生一方面需要具备专业技能,另一方面需要具备综合素质。当前高职教育存在很多问题,尤其是建筑类技术技能型人才的职业素养培养比较薄弱。本文简要介绍建筑类技术技能型人才的职业素养内涵,并在此基础上探讨职业素养结构设计以及培养的相关措施。     

培养技能人才迫在眉睫

随着我国加入WTO,我国经济全面与国际接轨。由于我国劳动力资源丰富,价格低廉,正成为全球制造业的中心,大批跨国企业抢滩登陆我国办厂。国内企业大量采用现代制造技术参与国际竞争,从而形成了对掌握先进制造技术工人的巨大需求。但是,由于社会人才标尺的扭曲,人们对职业现念的错位,加上教育与实践的脱节,致使技能人才形成了很大的缺口。