提取类型和关联方式对错误记忆的影响

在提取诱发遗忘范式下探讨提取类型在不同关联方式下对错误记忆的影响。实验采用3(提取类型)×3(关联方式)的两因素被试内实验设计,结果表明,练习项目的错误再认率低于基线项目和未练习项目的错误再认率,未练习项目的错误再认率高于基线项目的错误再认率;关联方式主效应不显著;提取类型和关联方式的交互作用显著,在练习项目下,字形关联的错误再认率显著高于语义关联和语音关联的错误再认率,未练习项目下各关联方式的错误再认率差异不显著,在基线项目下,语义关联的错误再认率比语音关联和字形关联的错误再认率大。结论:提取练习可以显著降低项目的错误再认率。     

教学视频中线索类型与学习者先前知识经验对学习的交互影响

教学视频因其多通道展现教学内容的特性而成为数字化学习资源的首选形态。线索作为教学视频中的重要引导性教学设计手段,探究其类型及学习者先前知识经验对学习效果的交互影响,有益于优化教学视频的设计策略。基于学习者先前知识经验水平(高水平和低水平)和线索类型(言语线索和视觉线索)两个维度,运用眼动追踪技术和认知负荷、学习满意度、学习效果等测量工具,通过实验考察二者对学习的影响及其内在机制后发现:学习者先前知识经验水平对认知负荷的影响显著;线索类型对学习满意度的影响显著,且线索类型与学习者先前知识经验水平在学习满意度上的交互效应显著;学习者先前知识经验水平对学习效果的影响显著,且线索类型与学习者先前知识经验水平在迁移测验成绩上的交互效应显著。实验结果表明,线索类型与学习者先前知识经验水平对学习满意度和学习效果存在明显的交互作用,即只有低知识经验水平学习者在学习含有视觉线索的教学视频后,学习满意度与学习效果才有显著提升。这可能是由于该类学习者在信息选择时存在困难,视觉线索可以帮助其提高信息搜索效率,而言语线索却会使其认知负荷超载。     

先前知识和文本类型对听力理解的影响

实验选取了"圣诞罐"(访谈)和"萨满文化"(新闻报道)两个学生最不熟悉的话题来作为听力材料。结果表明:先前知识对两种话语类型听力理解均有显著促进作用,实验组和控制组听访谈的成绩均好于新闻报道。这些发现对英语听力教学具有启示意义,教师在听力教学过程中应充分利用学生的先前知识来提高听力能力。     

复合命题推理逻辑方阵类型研究

复合命题推理逻辑方阵的类型分为基本类型和派生类型.从推理形式的有效式(均为重言式)为起点,先根据推理有效式的逻辑关系为推演基础,构建复合命题推理逻辑方阵的基本类型,再对推理有效式的前肢互否、后肢互否、双肢互否三种派生形式(均为协调式)的真值进行定义,并根据"平行移行"规则推演出真假制约关系,构建复合命题推理逻辑方阵的派生类型,这大大拓展了逻辑学理论研究和应用研究的空间.     

熟语使用常见错类型例说

了解熟语使用中的常见错误类型,对于解答熟语类题目是有帮助的。下面结合实例介绍熟语使用中的常见错误类型。     

熟语使用常见错类型例说

了解熟语使用中的常见错误类型,对于解答熟语类题目是有帮助的。下面结合实例介绍熟语使用中的常见错误类型。     

问题预览方式和篇章类型对英语听力理解的影响

文章以某师范大学非英语专业二年级4个班205名学生为研究对象,从问题预览方式和篇章类型两个维度,探讨问题预览对英语听力理解的影响。实验结果表明：（1）听力理解分别受问题预览方式和篇章类型的影响,但两个因素不存在显著交互作用;（2）就总体而言,完全预览比题干预览与无预览更显著有利于听力理解,选项预览比无预览更显著有利于听力理解;（3）会话篇章采用不同的预览方式,答题的正确率不存在显著差异,但在讲座篇章中却存在非常显著差异。     

非谓语动词类型和任务类型对外语学习者组句能力的影响

该文从任务类型和非谓语类型角度研究了外语学习者的组句能力。任务类型包括合并句子和组句改错两个部分。非谓语动词类型由动词不定式、分词和动名词构成。重复测量方差分析表明,任务类型和非谓语动词类型对外语学习者组句能力均有显著性影响。非谓语动词类型比任务类型的影响更为明显,任务类型和非谓语动词类型在学习者组句能力上有明显的交互作用。     

非谓语动词类型和任务类型对外语学习者组句能力的影响

该文从任务类型和非谓语类型角度研究了外语学习者的组句能力.任务类型包括合并句子和组句改错两个部分.非谓语动词类型由动词不定式、分词和动名词构成.重复测量方差分析表明,任务类型和非谓语动词类型对外语学习者组句能力均有显著性影响.非谓语动词类型比任务类型的影响更为明显,任务类型和非谓语动词类型在学习者组句能力上有明显的交互作用.     

命题类型对条件推理的影响

从命题本身因素入手,针对命题类型对条件推理的影响设计了两个实验,分别从整体和前后件语义关系上探讨命题类型对条件推理的影响.结果发现：条件推理中存在明显整体正确内容促进效应;从前后件关系的语义表征上理解命题,条件命题成绩最好且与反条件命题、双向条件命题、非条件命题均存在显著差异;正确命题中表现出从整体理解命题对条件推理影响的优势.     

命题者：影响阅读理解测试效度的一个因素

本研究应用项目反应理论,从被试的阅读能力值和题目的难度值这两个方面,分析阅读理解测试中多项选择题命题者对考试效度的影响。实验设计中,将两组被试同时施测于一项“阅读水平测试”,根据测试结果估计出的两组被试能力值之间无显著性差异。再次将这两组被试分别施测于两位不同命题者所命制的题目,尽管这些题目均产生于相同的阅读材料,且题目的难度值之间并没有显著性差异,被试的表现却显著不同。Rasch模型认为,被试表现由被试能力和试题难度共同决定。因此,可以推测,这是由于不同命题者所命制的题目影响了被试的表现,并进而影响了使用多项选择题进行阅读理解测试的效度。     

浅析篮球队员神经类型的测试与选材

本文通过采用王文英等研制的“80.8神经类型量表”和国产“DJ-A型人脑机能测试仪”对湖南省部分高校篮球运动员进行了神经类则测试和分析.结果表明：神经类与运动成绩和专项特点之间有着密切的联系.不同神经类型的运动员在某些技术指标上的差异、分布特点以及与技术特长、战术位置等有很大的亲合关系.从而为篮球运动员的选材和有效的培养运动员的技术特长及技术风格,促进我国篮球运动技术水平的提高提供了有益的参考.神经类别测试在旅球运动选材中是一项不可忽视的重要指标.     

浅析阅读理解考试中的测试方法效应问题

本文研究的是不同的测试方法-单项选择和信息转移-是否会在阅读理解考试中产生测试方法效应的问题.除对学生的考试成绩(分数)进行分析外,本研究还进一步对试题的难度值进行了分析,而本研究中试题难度是通过项目反应理论(Item Response Theory)计算得到的.结果显示不同测试方法的确会影响题目难度及考生的考试表现,就试题难度而言信息转移比单项选择更难.     

Improving Multiple-Choice Test Performance for Examinees with Different Levels of Test Anxiety

The effectiveness of a strategy for improving performance on multiple-choice items for examinees was assessed. An aptitude-treatment interaction model was used to test the possibility of different treatment effects for examinees with different levels of test anxiety. Undergraduate measurement students responded to the Mandler-Sarason Test Anxiety Scale and to an objective test covering course content. For low-anxious examinees, generation of an answer before selecting a multiple-choice response led to higher test performance; for highly test anxious examinees, there was a slightly negative effect on performance.     

The influence of question type,text availability,answer confidence and language background on student comprehension of an expository text

Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background.     

Effects of different text display types on reading comprehension,sustained attention and cognitive load in mobile reading contexts

Despite the popularity of mobile reading devices, many studies have indicated that small screens restrict information transmission, adversely affecting reading performance on mobile devices. Moreover, mobile reading typically occurs in different reading contexts. Therefore, suitable text display type for mobile reading in different reading contexts should be considered, such that learners can effectively read content. This work selected the frequently used static and dynamic text display types (i.e. Paging and Auto-scrolling) and assessed their effects on mobile reading performance. Furthermore, the features of static and dynamic text display types were considered when designing a mixed text display type for mobile reading. Based on brainwave detector, reading-comprehension test sheet, and cognitive-load scale, this work designed a mobile reading experiment with a two-factor experimental design to assess the effects of the selected static, dynamic, and designed text display types, which were respectively presented in sitting, standing, and walking contexts, on reading comprehension, sustained attention, and cognitive load of learners. Experimental results show that sitting obtained the highest sustained attention and the mixed text garnered lowest sustained attention. Moreover, although analytical results show that no significant difference existed in overall reading comprehension with each text type presented with the mobile reading contexts, reading comprehension (i.e. memory, comprehension, and application types) was significantly affected by the reading context, and to some degree, the text display type. This work also found that the text display type is a major factor affecting learners' cognitive load; however, learners' cognitive load is not be affected by the considered reading contexts. Among the three text display types, the mixed type generates the highest cognitive load, followed by the dynamic type, and then the static type. In conclusion, the three reading contexts with the three text display types have both advantages and disadvantages for reading comprehension, sustained attention, and cognitive load. As a result, text display type for mobile reading on small screens should be adjusted according to reading context or to improve reading comprehension, attention, or cognitive load.     

论汉字构形中的类化现象

本文从汉字构形的角度出发，对一些在古代文献中由于类化而改变字形的现象进行了分类阐述，并分析了形成这种现象的原因，说明了类化前后的字不同于一般意义上的通假字、古今字、异体字。因此应当引起足够重视，加以区别对待。     

Effects of study intention and generating multiple choice questions on expository text retention

Teachers often recommend their students to generate test questions and answers as a means of preparing for an exam. There is a paucity of research on the effects of this instructional strategy. Two recent studies showed positive effects of generating test questions relative to restudy, but these studies did not control for time on task. Moreover, the scarce research available has been limited to the effects of generating open-ended questions. Therefore, the aim of this study was to investigate whether generating multiple-choice test questions would foster retention (as measured by a multiple-choice test) relative to restudy when time would be kept constant across conditions. Using a 2 × 2 design, university students (N = 143) studied a text with the intention of either generating test items or performing well on a test, and then either generated multiple-choice items or restudied the text. Retention was measured by means of a multiple-choice test, both immediately after learning and after a one-week delay. Results showed no effects of study intention. Generating multiple-choice items resulted in lower test performance than restudying the text for the same amount of time.     

Test Stakes and Item Format Interactions

The effects of test consequences, response formats (multiple choice or constructed response), gender, and ethnicity were studied for the math and science sections of a high school diploma endorsement test. There was an interaction between response format and test consequences: Under both response formats, students performed better under high stakes (diploma endorsement) than under low stakes (pilot test), but the difference was larger for the constructed response items. Gender and ethnicity did not interact with test stakes; the means of all groups increased when the test had high stakes. Gender interacted with format; boys scored higher than girls on multiple-choice items, girls scored higher than boys on constructed-response items.