A mathematical model for mastery learning

Prior research on mastery learning has examined relationships between achievement and time on task, motivation variables, as well as the effects of prior learning. One can show that the results of prior research lead to certain requirements on a model for mastery learning. This article uses those requirements to develop a mathematical model for mastery learning. This model includes measures of a motivational factor and of the specific ability of a learner with respect to the content being learned. The model also contains a variable to reflect prior learning. The model has been developed to include a computer program which accepts student data and from which predictions can be made and tested. Assumptions and limitations of the model are discussed, and some research questions are raised. In most respects the model proposed in this article is susceptible to the same tests and refinements as an empirical law in the physical or life sciences.     

Recent developments in japanese education

International Review of Education -     

Recent developments in Greek education

The expansion of the Greek educational system (formal and non-formal) in the 1980s is documented and assessed and its linkages to the labour market are analysed. It turns out that, despite its significant improvement, Greek education still faces resource shortages and organizational problems awaiting solution; it does not satisfactorily meet all the needs of the labour market. On the contrary, the mismatches between higher education outflow and skill requirements have been lengthened resulting in a rise of unemployment of graduates.     

Designing instructional strategies which facilitate learning for mastery

While early proponents of mastery learning (ML) provided operational definitions regarding appropriate teaching/learning procedures, they did not provide guidelines for developing specific instructional strategies and activities. This article aims to provide such guidelines based on theories of learning and cognition. Part 1 describes the general instructional procedures developed by early ML proponents. Parts 2–4 provide guidelines for (a) the initial group‐based instruction, including guidelines for teaching to three different types of objectives (informational, conceptual, and procedural) and for varying four different modes of presentation (lecture, dialogue, discussion, and searwork) (b) sequencing; (c) developing correctives; and (d) developing enrichment activities.     

从时空精神病理学看大脑是如何与精神病理症状联系起来的

我们是如何描述精神病理症状并将其与大脑联系起来的？目前,大部分关于精神病理症状的研究通常只关注症状本身或主要关注大脑,却忽略了精神病理症状与大脑的密切联系。而时空精神病理学（Spatiotemporal Psychopathology,SPP）提供了一种新的方法去研究精神病理症状与大脑的关系,它假设：大脑神经活动的内部时空组织为精神病理症状提供了时空组织。具体而言,大脑的神经拓扑性质和时间动态特征或多或少表现出与心理层面类似的时空组织,即心理拓扑性质和动态特征。重度抑郁症、双相情感障碍、精神分裂症和自闭症等精神疾病的研究均提供了强有力的证据支持这一假设。因此,我们得出结论,时空精神病理学为探索大脑和精神病理症状的密切联系提供了一种有前景的方法。     

Examining a mathematical model of mastery learning in a classroom setting

The purpose of mathematical models in any discipline is to describe accurately the relationships among significant variables of a system. The use of mathematical models is widespread in the sciences, but has rarely found its way into educational research. In developing a mathematical model for mastery learning, empirical research has shown that prior learning, motivation, and time on task are part of the significant variables that work together in some way in a determination of student achievement. A mathematical model that shows the relationship among these variables has been developed. To test the appropriateness of this mathematical model, carefully designed and controlled experiments must be conducted to collect numerical data on the significant variables. Using the model, the accuracy of its predictions can be compared with actual results. This is the technique used in testing mathematical models in the sciences and should be applicable to mathematical models of learning.     

少儿古筝学习心理的把握与调适

古筝是我国传统音乐艺术宝库中最具代表性的器乐。弘扬古筝艺术，不仅是继承传统艺术的必须，也是落实民族文化大省建设，提高青少年文化素质的有效途径。少儿古筝学习热潮的掀起对艺术事业是一件好事。要提高古筝教育水平，促进这股热潮的蓬勃发展和长盛不衰，需要教学工作者孜孜不倦的热忱和深入细致的研究。科学把握和适时调整学习心理，则是这种研究工作的重要内容。     

Recent developments in the detection of melamine

In recent years, there were two reported outbreaks of food borne illness associated with melamine. The presence of melamine and its related compounds in milk, feed, and other foods has resulted in the need for reliable methods for the detection and accurate quantification of this class of contaminants. The sample pretreatment for melamine in a complex matrix usually involves a liquid extraction by a polar solvent, followed by a further clean-up with solid phase extraction. Analyses of melamine and related compounds are commonly carried out by liquid or gas chromatographic methods conjugated with mass spectrometry. Other innovative screening methods, which use antibodies, molecularly imprinted polymers, capillary electrophoresis, and gold nanoparticles, are also used to develop assays and biosensors to melamine. However, many of these methods have been hindered by matrix effects, the solubility of melamine-cyanuric acid complex, and background contamination. This article reviews recent developments for detecting melamine and discusses future directions.     

金属-有机超分子框架结构的研究进展

基于配住作用以及配体之间的多种弱相互作用（如氢键、π-π堆垛作用等）,金属离子与有机配体之间经自组装形成结构新颖、性能独特的金属-有机超分子配合物。简单地介绍了配住化学和金属-有机超分子框架结构的基本原理及其研究方法。概述了类立方拓扑金属-有机框架结构的研究意义和现状。     

End-of-course and long-term retention outcomes for mastery and nonmastery learning paradigms

Using both end-of-course achievement outcomes and long-term cognitive retention as criteria, the present study provides comparative data on the effectiveness of a mastery and nonmastery approach to instruction. Differential effects across taxonomic levels were assessed for both criteria. The results indicated that mastery students performed significantly higher than non-mastery students for end-of-course outcomes at the highest taxonomic level and equally well for knowledge, comprehension, and application level outcomes. Retention differences were found for knowledge level outcomes only, with mastery students demonstrating significantly greater retention performance. The feasibility and desirability of implementing a learning for mastery paradigm in a single course at the college level are discussed relative to the magnitude of the present results.