Using analogy to improve abstract conditional reasoning in adolescents: not as easy as it looks

Abstract reasoning refers to the ability to reason logically with premises that do not allow reference to knowledge about the real world. This form of reasoning is complex and difficult, and at the same time, it is critical for understanding science and mathematics. Two studies examined the use of analogy as a method to bridge reasoning with familiar content and abstract reasoning among older adolescents. The results showed that the ability to make an appropriate analogy depends on reasoning ability. Neither of the two procedures used resulted in an improvement in abstract reasoning. However, generating an inappropriate analogy actually decreased abstract reasoning performance among students who showed greater initial levels of reasoning ability. These results highlight the problems associated with using familiar reasoning as a basis for learning abstract reasoning skills.     

Web‐based Learning in Corporations: who is using it and why,who is not and why not?

Web‐based learning (WBL) is synonymous with on‐line learning, and is defined as learning that is delivered wholly or in part via the Internet or an Intranet. This paper first covers the advantages and concerns of using WBL in the corporate environment. It then examines the acceptance of WBL in American corporations, revealing who is using it and why, and who is not using it and why not. Finally, this paper discusses issues, challenges, and opportunities presented by WBL to corporations, the instructional designers and researchers.     

大学教学:应然、实然与当然

教学是大学的首要职能,大学教学具有学术性,教学与科研是大学人才培养的共同载体,这本应是大学教学的应然形态。但大学教学地位与教学职能符合度、教师教学水平与学术水平符合度、教师教学与科研结合度存在问题却是当下大学教学的实然状况。使大学教学由实然回到应然,提高教学质量的当然策略是：认识大学教学学术性,形成大学教师多元学术评价机制,建立大学教师教学专业发展制度,构建大学生学术教育教学体系,增强大学教师教学责任意识。     

The relationship between math anxiety and math achievement in young children is mediated through working memory,not by number sense,and it is not direct

Math anxiety is considered a predictor of math achievement, although the cognitive mechanism whereby math anxiety impairs math achievement is unclear. The paper presents the results of cross-sectional (N = 241) and longitudinal (N = 369) studies conducted among early school-aged children on the cognitive mechanism whereby math anxiety impairs math achievement. The following hypotheses were tested: (1) math anxiety directly affects math achievement; (2) in accordance with processing efficiency and attentional cognitive theories, math anxiety indirectly affects math achievement through working memory; (3) in accordance with the cognitive deficit model, math anxiety indirectly affects math achievement through number sense. The results mostly confirm the mediating role of working memory and undermine the mediating role of number sense and the direct path in the relationship between math anxiety and math achievement. Because previous studies undertaken in adults show the direct path from math anxiety to math achievement and the role of symbolic number processing in explaining the relationship between the two, the methodological and developmental aspects of the obtained results are discussed in the paper.