Process-oriented instruction: Some considerations

This paper does not attempt to be an introduction on process-oriented instruction by providing all the assumptions and key principles. It rather highlights the necessary epistemological shift in education from learning as a receptive process towards learning as a constructive process. The basis for this shift is not a matter of theoretical considerations but lies in the requirements of personal cognitive functioning in the contemporary community. Process-oriented instruction includes not only this epistomological shift. Consequently, process-oriented instruction does not only focus on the information processing activities in the learning process, but also on the affective and the regulative activities. Moreover, it aims at improving students’ learning competence by enhancing the quality of students’ learning competence by enhancing the quality of students’ cognitive and metacognitive development.     

US preexposure: Effects on flavor aversions produced by pairing a poisoned partner with ingestion

If an unpoisoned rat drinks a flavored solution and then is exposed to another rat suffering from lithium poisoning, the unpoisoned rat will later exhibit a flavor aversion. This is called the poisoned partner effect (PPE). The present experiments showed that (1) the US preexposure effect applies to the PPE since, if the unpoisoned rat is preexposed to poisoned partners, the PPE is attenuated, (2) the magnitude of the PPE increases with the dose of poison, and (3) a poisoned partner accustomed to poisoning produces a slightly weaker PPE than a partner naive to poisoning. Two earlier findings were confirmed: (1) The PPE occurs because the poisoned partner is an aversive US, not because a learned aversion is transferred from one rat to another; and (2) the PPE is weaker than an aversion produced by poisoning itself.     

音乐教学应注意的几个方面

本文从音乐的本质、声乐呼吸方法、高校声乐教学方法、情感投入、创新环境等来谈提高声乐水平，力求使声乐教学优化，解决实际问题，把理论问题具体化。对应注意的几个方面进行理论概述和实际范例的分析与说明。     

Sex differences in object location memory: Some further methodological considerations

Previously it has been reported that female performance on the recall of objects and their locations in a spatial array is superior to that of males. This may reflect underlying information-processing biases whereby males organize information in a self-referential manner while females adopt a more comprehensive approach. The known female advantage in verbal memory may, however, account for this sex difference. In an initial experiment we found no overall sex differences in object or object-location memory. The inclusion of a verbal distracter task revealed gender-congruent biases in performance. A final study examined some methodological issues associated with the design of item arrays. After controlling for differences in item distinctiveness, performance on object-location was found to be substantially influenced by the distance that items were displaced in the array. These findings demonstrate that certain methodological factors can significantly affect the attentional and mnemonic processes that operate when performing tasks of this nature and can negate underlying sex differences in performance.     

对广播产业发展的几点思考

面对广播产业发展的现实需求,本文从传播学和媒介管理的角度,结合实际,阐述了如何拓展市场,发展多元经济,并提出了具体措施。     

关于河北省旅游教育的几点思考

随着旅游产业的迅速发展,河北的旅游教育在不断发展,各类教育机构纷纷设立旅游专业,为旅游产业和旅游管理输送了大批人才.但由于旅游教育专业设置分散,师资整体素质不高,教育产品结构不适应旅游产业发展的需要.因此,旅游专业毕业生就业形势并不乐观,尤其是一般高等院校的旅游教育,必须加快调整、改革、优化.     

Young Lives,Learning and Transformation: Some theoretical considerations

The term 'learning' is now used to signal a range of political, social and economic aspirations. At the same time, the political, economic and cultural conditions under which learning occurs are changing. In these circumstances, it is appropriate to return to some fundamental questions about what learning is. This paper draws from a four-year longitudinal study of young people and their experiences of learning, jointly directed by Phil Hodkinson and myself. The study was based upon semi-structured interviews commencing with 50 young people in their final year of compulsory schooling. Over the four-year period, it witnessed transformations in their lives, including transformations in their dispositions to learning. In the paper, I draw from a range of theoretical sources for the illumination of these transformations and attempt to ground the work in a critical theoretical framework. I argue that theory must acknowledge the situated, positional, relational and participatory nature of learning if it is to capture adequately the complexities of learning and transformational processes. I conclude, also, that the explanatory power of theory is enhanced when it incorporates a temporal dimension and when it addresses how learning is embedded within the complex and continually changing patterns of other life experiences.     

Second-order conditioning of the conditioned emotional response: Some methodological considerations

Employing rats in a CER procedure, the present study sought to determine the extent to which the second-order conditioning effects reported by Rizley and Rescorla (1972) represented first-rather than second-order conditioning. Subjects receiving first-order pairings of flashing light (CS₁) and shock followed by second-order pairings of noise (CS₂) and CS₁ displayed greater suppression to CS₂ than did control subjects receiving second-order pairings in the absence of first-order conditioning. This was true whether or not control subjects had experienced unsignaled shock or habituation to CS₁ prior to CS₂CS₁ pairings. Simple stimulus pairings did produce some suppression to CS₂, however. The procedure developed by Rizley and Rescorla (1972) appears to be a reliable means for producing and studying second-order aversive conditioning.     

Assessing value-added in the first year of schooling: Some results and methodological considerations

This article reports data from children aged about 5 years in their 1st year of schooling. Scores on tests of both literacy and numeracy at the start and end of the year were used to derive value-added measures of progress using both residual gain analysis and multilevel (ML) modelling. Results indicated that the school was more effective in explaining pupil progress than the class; that the schools and/or classes which add the greatest value in literacy tended also to be those which added the greatest value in numeracy; and that the numbers of classes and schools which were significantly different from the sample mean depended greatly on which method was used. It is concluded that while ML modelling is preferable to residual gain analysis for research, it may not be as suitable for feedback purposes.