我国多媒体视觉搜索的研究现状

多媒体视觉搜索是多媒体学习研究的重要内容。文章采用文献计量与内容分析的方法对我国近10年来视觉搜索领域的文献进行了研究,从年代分布、学科分布、资助情况、研究主题、研究方法五个方面阐述了国内多媒体视觉搜索研究的现状,提出了多媒体视觉搜索研究的相关建议。     

不同类型推理偏差和困难研究综述

心理学对推理困难的研究主要体现在演绎推理、归纳推理和类比推理等方面。不同类型的推理困难研究有自己的特点,但都有深厚的逻辑学渊源。国内学者对推理困难的研究比较零散,主要针对引起困难的原因进行探讨。文章从研究内容和研究方法等方面分析了推理困难研究的不足,对研究的发展趋势进行了预测。     

我国学习障碍分类矫正方法现状与展 望简

近年来,学习障碍受到了各界越来越多的关注,如何帮助学习障碍的孩子更好地学习、生活及融入社会,成为了热门研究课题。我国学者张祖牟于1997年对国内外学习障碍研究的背景、内容及发展方向等方面做了相关的文献综述。近年来我国在学习障碍的矫正方法及成果方面取得了一些新进展,但相关综述较少。本文将从学习障碍分类及矫正方面入手介绍目前国内学习障碍矫正新进展及展望。     

国内英语学习自我效能感研究十五年(2001-2015):回顾与展望

本文对2001-2015年刊登在国内主要外语期刊上有关英语学习自我效能感的文章进行统计分析,从研究趋势、研究对象、研究内容及研究方法等方面,对我国英语学习自我效能感研究作了综述。在综述的基础上,指出了国内相关研究已经取得的成绩和存在的问题,对今后的研究趋势进行展望。     

CBR专家系统中基于虚拟信息网的案例知识获取

本通过对CBR专家系统中案例知识获取的研究，提出一个带有智能搜索同类网页信息的虚拟信息网络模型。算法将搜索路径及其相关网页与网链内容描述知识有机地结合在一起，不仅能有效地帮助完成基于深度优先的目标网页搜索工作，而且可以帮助确定各目标网页搜索的成功与否，从而使得智能搜索算法能够利用目标网页的搜索过程与结果，不断地进行自学习，积累越多越好的搜索知识，进而使得目标网页的搜索越来越准确有效。     

基于高中物理教学的学生学习困难分析

当前高中生物理学习的实践能力越来越弱,学习效率逐渐降低。本文基于调查,主要分析了高中物理中学生学习困难的表现形式,包括学习兴趣不浓,学习动力不足;课业负担过重,课外学习时间严重不足;学习方法不当,学习效率;教材偏难、偏深,学生难以获得积极的情感体验;物理知识抽象难懂等方面的内容,最后简要探讨了高中物理学生学习困难的原因。这一研究对于改进高中物理教学具有一定的借鉴价值。     

国内二语听力习得研究现状调查——基于国内学术期刊二十年热点及趋势的定量分析(1994—2013年)

在语言习得的各项技能中,听力习得近年来越来越受到重视和关注。文章综述了国内研究者们二十年来所从事的二语听力方面的研究,就其研究的方法、特点及涉及的内容进行了统计分析,以期对国内二语习得听力教学和研究提供参考。     

国内网络学习动机的研究特征及启示

计算机网络的迅速发展及人们对终身教育思想的普遍接受促使基于网络的学习成为现代教育的重要手段。作为决定网络学习成功与否的重要因素,网络学习动机被越来越多的学者关注。国内基于网络学习动机的研究在方法取向、理论研究模式及研究内容方面都呈现一定的特征趋势,本文通过对这些研究特征的综述和分析,以期对今后相关研究有启示作用。     

外语自主学习研究述评

Holec在20世纪80年代初将自主性这一概念引入外语教学以来,关于自主学习的研究一直受到国内外语言学界的广泛关注.国内对外语自主学习的研究始于20世纪90年代初,已有研究者对2004年前的国内外语自主学习的研究进行了综述分析,根据高吉利(2005)的研究结果,从2004年以后,国内自主学习的研究进入了繁荣阶段.通过在中国知网上检索2004～2009年国内主要学术期刊上有关外语自主学习的学术论文,发现过去5年间该方面的文章数量是过去13年间的2倍以上,而且对自主学习的研究在研究内容、研究方法、研究的广度与深度都有了新变化,文章主要分析了外语自主学习研究的主要内容、特点,并对自主学习研究进行了反思与展望.     

我国虚拟学习社区社会性维度的研究综述

本文在界定虚拟学习社区社会性维度的基础上,采用内容分析法以发表时间、研究方法、研究内容三个类目对国内相关文献进行分析。研究发现在我国虚拟学习社区社会性维度的相关研究中存在四个问题:研究方法单一;研究深度不够;研究结论推广性不强;缺乏对研究结论或假设的实践检验。本研究并在此基础上提出了相应的改进策略:研究方法注重多元化,建议使用行动研究法、实验研究法等方法进行研究;就某一问题开展长期系列研究;扩大研究范围和研究样本;加强应用效果研究。文章最后展望其相关研究在未来的发展趋势:研究领域将呈多元化,宏观结构和大样本、游戏化学习社区、社会化网络的研究将会得到越来越多的重视。     

One size still does not fit all in specific learning disability assessment across ethnic groups

The use of IQ scores and discrepancy formulas for identifying specific learning disabilities (SLD) has been widely discredited by prominent researchers for more than a decade. Nevertheless, the overwhelming majority of state policies still specify the use of discrepancy formulas, including the simple difference method, which is psychometrically inferior to regression-based methods. This study compares the use of a minimum IQ cutoff score and a simple difference method versus a regression-based method for identifying SLD in a sample of African American and European American full-time college students (N = 117). Replicating the findings from previous studies using typically achieving children, typically achieving adults, and school-age children with SLD, this study adds to the chorus of voices criticizing the use of outdated assessment practices that can have deleterious effects for individuals with SLD. The implications for legislative policy are discussed in the context of the historical overrepresentation of African Americans in all special education categories except SLD and the increased access to higher education that students with SLD have gained during the past decade.     

Do Special Educational Needs courses have any impact on student teachers' perceptions of children with severe learning difficulties?

Teachers' perceptions of their pupils are likely to have significant effects on children's performance and self-concepts. Previous research on expectations of, and attitudes towards, pupils with severe learning difficulties (SLD) has generally shown that teachers perceive such children less positively than nondisabled children. One of the methods that practitioners and researchers have used to influence teachers' perceptions of children with SLD is an education or information-based approach. In the present study, 100 female student teachers completed questionnaires that measured their attributions, expectations, behavioural intentions and emotional responses to children with SLD. The results showed that there were very few differences in the perceptions of students who had completed the Special Educational Needs (SEN) module of their training course compared with students who had not yet completed the module. However, those students with higher levels of previous contact with children with SLD were generally more positive than those with little or no previous experience. The implications of the present findings for teacher training in SEN are discussed. In addition, methodological implications for research on the evaluation of mainstreaming and other research involving the measurement of teachers' perceptions of children are highlighted.     

Differential Ability Scales – Second Edition (neuro)psychological predictors of math performance for typical children and Children with Math Disabilities

Concerns about the ability‐achievement discrepancy method for specific learning disability (SLD) determination led to alternative research‐based methods, such as failure to respond to intervention. Neither of these regulatory methods address the statutory SLD definition, which explicitly includes a deficit in basic psychological processes. Examining neuropsychological processing differences among typical children and children with math SLD, commonality analyses revealed that Differential Ability Scales – Second Edition (DAS‐II) predictors accounted for more achievement variance in typical children (46% to 58%) than in children with math SLD (33% to 50%), with substantial loss of predictive validity when General Conceptual Ability was used instead of subcomponent scores. Results suggest that differences in typical predictor‐outcome relationships may provide a foundation for developing specific cognitive and academic interventions for children with math SLD. © 2008 Wiley Periodicals, Inc.     

农村初中学困生心理障碍类型及其对策研究

许多研究表明,初中学困生患心理障碍的可能性大大超过一般学生。在对浙江省慈溪市周巷镇100名初中学困生进行调查访谈的基础上,初步分析了农村初中学困生较为普遍存在的心理障碍类型及其对策。     

Potential utility of actuarial methods for identifying specific learning disabilities

This article describes how actuarial methods can supplant discrepancy models and augment problem solving and Response to Intervention (RTI) efforts by guiding the process of identifying specific learning disabilities (SLD). Actuarial methods use routinized selection and execution of formulas derived from empirically established relationships to make predictions that fall within a plausible range of possible future outcomes. In the case of SLD identification, the extent to which predictions are reasonable can be evaluated by their ability to categorize large segments of the population into subgroups that vary considerably along a spectrum of risk for academic failure. Although empirical comparisons of actuarial methods to clinical judgment reveal that actuarial methods consistently outperform clinical judgment, multidisciplinary teams charged with identifying SLD currently rely on clinical judgment. Actuarial methods provide educators with an empirically verifiable indicator of student need for special education and related services that could be used to estimate the relative effects of exclusionary criteria. This indicator would provide a defensible endpoint in the process of identifying SLD as well as a means of informing and improving the SLD identification process. © 2010 Wiley Periodicals, Inc.     

Season of birth is related to child retention rates, achievement, and rate of diagnosis of specific LD

A sizable literature has demonstrated that the achievement of children in early elementary school is related to their season of birth: Those born in summer typically perform less well than those born in the fall. A small literature indicates that more children diagnosed with specific learning disabilities (SLD) are born in the summer. We have begun to explore the possibility that the same processes may account for both outcomes. In order to better understand these processes, the standardized achievement levels and rates of diagnosis of SLD for children born during each season were studied in one geographical area of the State of Georgia served by 28 school districts. Standardized achievement scores in reading, mathematics, and science were reliably lower for those born in the summer. Furthermore, there was a strong relationship between season of birth and the rate at which children received a diagnosis of SLD. Summer-born children were diagnosed with SLD at a higher rate than their peers. Four hypotheses for both the lower performance in the general school population and the greater rate of SLD diagnosis among these children are discussed.     

A current landscape of specific learning disability identification: Training,practices, and implications

Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, School Psychol Quart, 30, 457–469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high‐stakes nature of SLD identification necessitates extensive training, but research regarding graduate and postgraduate training in SLD is limited. This study examined school psychologists’ SLD training and practices through survey methodology. Results showed that a growing number of school psychologists use, prefer, and receive training in response to intervention and pattern of strengths and weaknesses to identify students with SLD while the use of and preference for ability–achievement discrepancy may be decreasing. However, nearly one‐third of school psychologists still reported the use of ability–achievement discrepancy. In addition, over half of school psychologists reported using state department of education guidance documents to inform their SLD identification practices. Implications for training and practice are discussed.     

Specific Learning Disabilities and the Portuguese Educational System

Although the Portuguese educational system advocates the accommodation of all students in regular schools, it has not adopted a coherent discourse that would contribute to meeting effectively the needs of students with specific learning disabilities (SLD). As such, the successive reorganizations of special education have resulted in uninformed decisions that have caused the education of students with SLD in Portugal to be, in many instances, detrimental to their academic and social growth. We describe the reality of SLD in Portugal, considering four main topics: (1) the establishment of the SLD concept, (2) the birth of a Portuguese definition of SLD, (3) the context of educational policy, and (4) the provision for students with SLD.     

Legal and definitional issues affecting the identification and education of adults with specific learning disabilities in adult education programs

Although the exact prevalence is not determined, a noticeable subset of individuals who enroll in adult education and training programs have either diagnosed or undiagnosed specific learning disabilities (SLD). Understanding SLD is important basic information for adult educators to inform program policies as well as determine effective instructional practices. This article discusses the development of definitions of SLD and current agreement on the nature of SLD relevant to working with adults. It concludes with implications for adult education programs.     

Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia

Dyslexia is a specific learning disability that impacts word reading accuracy and/or reading fluency. Over half of the states in the USA have passed legislation intended to promote better identification of individuals with dyslexia. To date, no study has been conducted to investigate the potential impact of state laws on the identification of specific learning disability (SLD), and limited data has been presented on the rate at which students in public school settings are identified with dyslexia. The first aim of the current study was to determine if any detectable changes in the identification rates of SLD have occurred in states implementing dyslexia laws because most states do not report number of students identified as dyslexic but rather those students identified with an SLD. The second aim of the study was to characterize the rate of identifying dyslexia in the two states (Texas and Arkansas) that require public schools to report the number of students identified with dyslexia. The third aim was to characterize the identification rate across first to 12th grades. Current SLD rates range from 3.2 to 8.5% in all 50 states. Analysis of SLD prevalence rates did not vary between states with and without dyslexia laws in place. Moreover, there was no change in the identification of SLD once states had implemented these laws. Rates of dyslexia in Arkansas and Texas were less than 5%. Given the persistent levels indicating lack of reading proficiency, our review of data suggests that overall students with dyslexia are being underidentified.