Reply to Yen,Burket, and Fitzpatrick

In their response to my article, "Item Response Theory, Vertical Scaling, and Something's Awry in the State of Test Mark," Yen, Burket, and Fitzpatrick (this issue) question the validity of my field observations. I present evidence that validates those observations. They claim that my simulation was unrealistic. I present evidence (convincing, I believe) that they are simply misinformed. They argue that Thurstone scaling has several weaknesses. I present information that should enable them to understand the procedure better and that reveals that the supposed weaknesses do not, in fact, exist. They say they are very "up front" about not being able to measure students at the extremes accurately but claim the vast majority of students are assessed well, thus implying that my use of data for students at the 2nd and 98th percentiles led to conclusions that would not be found if other segments of the score distribution were examined. I duplicated the analyses at the 15th and 85th percentile points and demonstrated that they were wrong. Yen et al. seem to be convinced that the variance of performance decreases (they use the term "homogenization") as learning progresses. Using their published data for 7 on-grade tests administered at the beginning and end of each school year, when the same on-grade test form was used-thus eliminating any confounding introduced by scaling—I show that in 67 of 77 instances the variance increased. This should serve as convincing evidence to the most doubtful person that the variance of performance increases as learning progresses. Given that there is a serious problem, as clearly illustrated in Figure 2, I suggest some avenues that research could take to address it.     

基于颜色和边界方向特征的图像检索

由于单一特征不足以准确地描述图像特征,提出了一种结合颜色特征和边界方向特征的图像检索方法.针对传统颜色直方图中图像对所有像素具有相同重要性的问题进行了改进,提出了像素加权的改进颜色直方图方法;然后采用非分割图像的边界方向直方图方法提取图像的形状特征,该方法相对分割方法具有简单、有效等特点,并对图像的缩放、旋转以及视角具有不变性.为进一步提高图像检索的质量引入相关反馈机制,动态调整两幅图像相似度中颜色特征和方向特征的权值系数,并给出了相应的权值调整算法.实验结果表明,上述方法明显地优于其它方法.     

对Krashen"监察"假设的实证分析

Krashen“监察”假设一直是二语/外语习得研究者争论的一个话题。经过问卷调查得出的部分结论与Krashen提出的三类不同监察者的特征有较大差异。1.好的语言学习者是凭真正的语感进行目的语监察,而初学者是靠母语思维和尚未成熟的目的语“感觉”。2.过度监察在某种程度上就是监察不足的一种表观形式。3.外语初学者进行的监察是靠母语思维和学得过程中获得的知识,而非“习得”过程中获得的知识。     

Digital <Emphasis Type="Italic">learning trails</Emphasis>: Scaling technology-facilitated curricular innovation in schools with a <Emphasis Type="Italic">rhizomatic</Emphasis> lens

Technological advances in the form of ubiquitous computing has altered the learning landscape today. Contemporary modes of learning afford curricular innovations in schools. While learning journeys of decades ago entailed field trips to places of interest such as museums and zoos where students completed tasks or worksheets after each trip, the learning journeys of today are facilitated by technological tools such as smart devices and global positioning systems. Learners are moving away from being mere content consumers through technology-facilitated dialoguing and content creation (Tay and Lee 2014; Tan et al. 2011). In this paper we unpack tenets of a technology-facilitated curricular innovation (CI) through a case study analysis of the development and implementation of a Digital Learning Trails (DLT) project. Through tracing the trajectory of the DLT project, we identify factors related to the scalability and sustainability of this CI that was developed in one school and subsequently used by more than 200 schools in Singapore. We posit that scaling curricular innovations in schools can be conceptually provisioned through a rhizomatic lens where innovation is characterized by multiple trajectories, allowing for recontextualizations of CIs. We argue that, (1) the pedagogic process in the context of education and scaling is based on supporting apprentice-schools to make multiple recontextualizations; (2) the enculturation process of a school adopting and implementing a particular innovation is based on a rhizomatic rather than linear, conception of the development of expertise; and (3) the process of CI implementation is based on developing the capability to not only make multiple recontextualizations but also to accumulate enough capital to send out new ‘roots and shoots’ as it spreads.     

《说文解字》"心部"字的隐喻研究

文章用现代隐喻理论来分析《说文解字》中“心部”字在造字中的隐喻思维特点,由于“心部”字多属于反映人类抽象情感世界的符号,所以在这类汉字的造字过程中,隐喻思维在其中起着重要的作用。文章归纳了四类造字中的隐喻类型:(1)心为主体;(2)心为容器;(3)心为空间;(4)心为其它具体物体。这些隐喻都是以现实物质生活经验为基础的,既反映出人类的隐喻思维的普遍性,又表现出隐喻与民族文化的密切关系。     

“双一流”政策社会反响研究

"双一流"作为一项公共政策自推出以来,受到社会公众的广泛关注与讨论。分析公众对于"双一流"政策的关注度和政策实施后所产生的社会反响,有利于更好地了解公众意愿,推进"双一流"政策更好地落实与实施。文章通过百度指数数据,从趋势研究、需求图谱等方面,利用tableau数据图表呈现出公众对"双一流"政策的关注度特征,并结合图表利用SPSS软件分析了各省份"双一流"政策的关注度差异的影响因素,最后分析了地方政策出台以及高考对"双一流"政策关注度的影响特征。研究结果发现:一是公众对"双一流"政策能直接做出反应并且"双一流"政策的社会反响地域差异化明显;二是学科导向是"双一流"政策社会反响的主要特征;三是高考志愿填报是"双一流"政策的直接响应。     

Children's Proportional Judgments: The Importance of "Half"

3 experiments are reported, all of which show the crucial importance of the "half" boundary in children's proportional judgments. In the first experiment 4-, 5-, 6-, and 7-year-old children had to judge which of 2 boxes of blue and white bricks was represented in a small picture. The proportion of blue to white bricks was different in the 2 boxes, and the question was whether the children could use these proportions to make their choices. The 6- and 7-year-old children solved the problem much more successfully when the proportions crossed the "half" boundary (e.g., 3/8 blue vs. 5/8 blue). The second experiment showed that discriminations involving half (e.g., 1/2 blue vs. 1/4 blue) are also easier than those that do not cross the "half" boundary for the 6- and 7-year-olds. The third experiment confirmed the results of the first 2 with pictures of different absolute sizes from each other. We conclude that "half" plays a crucial role in children's early proportional reasoning, and that the "half" boundary is to some extent similar to, though not as powerful as, the category boundaries discovered in speech perception.     

Consider the unexpected: scaling ESD as a matter of learning

This article aims to introduce a view of scaling as a learning process. In the article we discuss the concept of ‘scaling up’ or ‘scaling’ of Education for Sustainable Development (ESD) activities on the basis of how ‘scaling up’ ESD is highlighted in the UNESCO Global Action Programme (GAP) on ESD. Drawing on a Deweyan theory of learning as processes of transactional encounters, the article presents a conceptual framework of scaling-ESD-activities-as-learning. This conceptual framework is intended to have implications for ESD policy and ESE research. The theoretical specifications and practical implications presented are results of data collected using a participatory research approach (Re-Solve) and an abductive analysis. In this article, we argue that viewing scaling as a learning process enables a nuanced notion of scaling ESD-activities. This should be seen in relation to (a) complex sustainability challenges, (b) ethical aspects, (c) a more attentive and strict approach to scaling in ESD policy and (d) addressing questions of significant importance to scaling research.     

Overview of the Scaling Methodology Used in the National Assessment

The National Assessment of Educational Progress (NAEP) uses item response theory (IRT)–based scaling methods to summarize the information in complex data sets. Scale scores are presented as tools for illuminating patterns in the data and for exploiting regularities across patterns of responses to tasks requiring similar skills. In this way, the dominant features of the data are captured. Discussed are the necessity of global scores or more detailed subscores, the creation of developmental scales spanning different age levels, and the use of scale anchoring as a way of interpreting the scales.     

关系词“不但……而且”的合用与“而且”的单用

“不但P，而且Q”常被看做递进复句的典型形式。本文通过对大量语言材料的分析发现：（1）P与Q在语义上并非总是前经后重、并列，有时Q是对P的补充，甚至P重Q轻的情况都很常见；（2）有时“不但”可用可不用，主要视话语中心的需要与说话人视觉变化，有时“不但……而且”必须配对使用，有时只能单用“而且”，这主要受制于某种特定条件。本文从语义、结构及语用的角度探讨合用与单用的制约因素。     

"不就VP"反问句的句意类型

如果"VP"不具有引述的性质,那么"不就VP"就是个唯反问结构.在不同的语境中,该结构有4种句意类型:结果类、前指确认类、后指确认类、后指不屑类.句意类型不同,"不就VP"的重音模式也相应不同."不就是X"是"不就VP"的一种特殊情况.和其他的"不就VP"句相比,"不就是X"有两个特点:一是它可能是陈述性的,二是四种句意类型出现的频率高低不同.     

“相”字的解析

本文纠正了《说文解字》对“相”字本义的错误解释,以“相”字为例简略阐述了“引伸义”和“本义”之间的发展关系。“相”字的本义不是“以目观木”,而是“以木代目”。“相”字是从“盲人的手杖”这个本义,引申出“帮助”“辅佐”和“省视”“察看”两大语义系统,它们的读音都应该统读成xiànɡ。“相”字在作为副词时,念xiānɡ。作为副词的“相”字,大致有四种用法。     

《管子》中“五谷“略考

《管子》中的相关篇章 ,都认为先秦“五谷”的形成与先秦小农生产模式的形成有密切关系 ;并从作物种植时间角度 ,着重探讨了“禾”(狭义的 ,本文以下皆同 )、“稷”是同一物 ,“黍”与“稷”不同     

Children's Use of Context in Interpreting "Big" and "Little"

In order to use the words "big" and "little" appropriately, adults use 3 kinds of contexts: normative (the size of the object is compared to a stored mental representation), perceptual (the object is compared to another physically present object of the same kind), and functional (the object is judged with regard to its intended use). In 3 experiments, we examined how flexibly children switch from one context to another. 2–4-year-olds judged a series of everyday objects as "big" or "little." To answer correctly, children had to judge each object twice, once in a normative context and once in a perceptual or functional context. Results showed that switching from one context to another was not inherently difficult, even for 2-year-olds. However, the direction of switch was important: children throughout the age range tested switched easily from a normative context but made errors when asked to switch to a normative context. We suggest that the normative context differs from the perceptual and functional contexts in that it is unmarked, and that unmarked contexts are accessible only when no other context has been recently experienced. When context is marked more explicitly, children shift flexibly among different meanings.     

论《傲慢与偏见》中夏洛特与柯林斯的婚姻

简.奥斯丁在她的代表作《傲慢与偏见》中描述了四种不同类型的婚姻,而她本人最推崇的是伊丽莎白和达西的婚姻模式。因为,她认为幸福的婚姻不能只有财富,还要有爱情。她对于文中夏洛特的婚姻选择一直持有批判的态度。然而,笔者认为夏洛特与柯斯林先生的婚姻是社会的产物,是理性和明智的选择,不应该遭到批判。在如今的社会,同样有着许多类似夏洛特与柯斯林这样的婚姻。     

“不就VP”反问句的句意类型

如果“VP”不具有引述的性质,那么“不就VP”就是个唯反问结构。在不同的语境中,该结构有4种句意类型:结果类、前指确认类、后指确认类、后指不屑类。句意类型不同,“不就VP”的重音模式也相应不同。“不就是X”是“不就VP”的一种特殊情况。和其他的“不就VP”句相比,“不就是X”有两个特点:一是它可能是陈述性的,二是四种句意类型出现的频率高低不同。     

“四为”模块及其相互之间的关系

安庆师范学院2008版人才培养方案中设计了“通识为基”、“能力为本”、“人文为魂”和“服务为重”等四大模块,这四个模块之间存在着内在的逻辑关联。同时,作为一种合理的科学抽象,四大模块的内涵又相对确定,分别有其支撑课程。“通识为基”模块包括非专业横通性课程,“能力为本”模块包括专业技能性课程,“人文为魂”模块包括非专业纵通性课程,“服务为重”模块包括专业服务性课程。     

试析“猫论”与“社会主义本质论”的内在联系——兼论邓小平理论的起源

生产力标准和人民利益标准是邓小平的“猫论”和“社会主义本质论”所共同折射出的两大标准。因而“猫论”与“社会主义本质论”这两大论断就在回答主题的同一性、思想发展轨迹的承继性、思维方式的辩证统一性及揭示社会主义本质的层次性 ,即“四性”上有着深刻的逻辑关系。正是“猫论”的提出及同一时期邓小平对毛泽东错误思想的批判与纠正 ,为邓小平理论的起源提供了滋生的土壤和养分     

IRT‐Estimated Reliability for Tests Containing Mixed Item Formats

As a global measure of precision, item response theory (IRT) estimated reliability is derived for four coefficients (Cronbach's α, Feldt‐Raju, stratified α, and marginal reliability). Models with different underlying assumptions concerning test‐part similarity are discussed. A detailed computational example is presented for the targeted coefficients. A comparison of the IRT model‐derived coefficients is made and the impact of varying ability distributions is evaluated. The advantages of IRT‐derived reliability coefficients for problems such as automated test form assembly and vertical scaling are discussed.     

"没嘴葫芦"与"尴尬人"--尤氏和邢夫人的悲剧人生

尤氏和邢夫人分别是宁荣二府的大奶奶。然而她二人都不是实际意义上的掌权。究其原因,一是她们的娘家都很寒素,难以与贾府匹敌;二是她们都不是丈夫的结发嫡妻,缺乏原配夫人持家理政的基础;三是她们都没有生儿育女,不具备赖以升腾主政的资格条件;四是她们自身性情愚弱,缺乏王夫人、王熙凤姑侄的办事能力和管理水平。“没嘴葫芦”和“尴尬人”是对尤氏和邢夫人性格特征的生动写照和准确评价。