The Relation of Body Motility in Young Infants to Some Physical Traits

Fourth grade children learned consonant-digit associates of their choice from two novel, distinctive lists during daily, five-minute study sessions. Points exchangeable for free time reinforced correct responses on corresponding tests under high (80%) and low (20%) reinforcement conditions. Equivalent novel high- and low-reinforcement lists were also studied each day as homework on which, unlike session materials, correct test responses were reinforced equally (100%). Results showed that children preferred to study and learned more on the highly reinforced lists during the experimental sessions. Children also displayed a generalized nonreinforced preference for learning the “highly reinforced” homework material.     

测试环境对大学生听力测试成绩的影响初探

不同的测试环境对大学生听力理解测试成绩的影响值得探讨。通过进行三种设定环境下的测试,并依次分析实验组、控制组的历次成绩,和对实验对象的动机问卷调查值(Motive Questionnaire,MQ)及其听力测试得分的相互关系进行统计学分析,最后得出结论:测试环境的改变会引起学生的动机和焦虑感的变化,进而影响其成绩,因此英语教师应该有意识地安排合适的地点和时间,创造类似S2的测试环境,以帮助学生在听力理解测试中充分发挥水平。     

Evaluating Intercept-Slope Interactions in Latent Growth Modeling

The effects of misspecifying intercept-covariate interactions in a 4 time-point latent growth model were the focus of this investigation. The investigation was motivated by school growth studies in which students' entry-level skills may affect their rate of growth. We studied the latent interaction of intercept and a covariate in predicting growth with respect to 3 factors: sample size (100, 200, and 500), 4 levels of magnitude of interaction effect, and 3 correlation values between intercept and covariate (.3, .5, and .7). Correctly specified models were examined to determine power and Type I error rates, and misspecified models were examined to evaluate the effects on power, parameter estimation, bias, and fit indexes. Results showed that, under correctly specified models, power increased as expected with increasing sample size, larger magnitude of interaction, and larger intercept-covariate correlation. Under misspecification, omitting a non-null interaction results in significant change in the estimation of the direct effects of both covariate and intercept in both magnitude and direction, with results dependent on sign of parameter values for main effects and interaction. Including a spurious interaction does not affect estimation of direct effects of intercept and covariate but does increase standard errors. The primary problem in ignoring a non-null interaction lies in misinterpretation of the model, as interactions yield important insights into the nature of the processes being studied.     

An Analytic Strategy to Assist Institutional Recruitment and Marketing Efforts

This article demonstrates how to fit a statistical model to historical data, test whether the model can accurately predict enrollment out-of-sample, and use the results to segment admitted students into groups so that different recruitment and marketing interventions can be applied. Conceptual and practical issues are discussed, as well as policy considerations.     

从施考看PETS口试的效度和信度——PETS口试考官从亲身经历谈起

PETS口试属于直接性口试,施考和评分同时进行,其效度和信度会受到多种因素的影响。本文从PETS口试考官的角度,结合英语测试理论与实践,阐述PETS口试在施考中存在的影响效度和信度的各种问题,并提出改进建议。     

Conditions affecting the usefulness of pre- and post-tests for assessment purposes

Interest in measuring and evaluating student learning in higher education is growing. There are many tools available to assess student learning. However, the use of such tools may be more or less appropriate under various conditions. This study provides some evidence related to the appropriate use of pre/post‐tests. The question of whether graded tests elicit a higher level of performance (better representation of actual learning gains) than ungraded post‐tests is examined. We examine whether the difficulty level of the questions asked (knowledge/comprehension vs. analysis/application) affects this difference. We test whether the student’s level in the degree programme affects this difference. Results indicate that post‐tests may not demonstrate the full level of student mastery of learning objectives and that both the difficulty level of the questions asked and the level of students in their degree programme affect the difference between graded and ungraded assessments. Some of these differences may be due to causes other than grades on the assessments. Students may have benefited from the post‐test, as a review of the material, or from additional studying between the post‐test and the final examination. Results also indicate that pre‐tests can be useful in identifying appropriate changes in course materials over time.     

Cross‐cultural Collaboration in Special Teacher Education: An arena for facilitating reflection?

The present study explored how cross‐cultural collaboration involving university lecturers from Norway (the North) and Egypt (the South), and student‐teachers from Egypt, can be an arena for facilitating student‐teachers’ reflection and for challenging student‐teachers’ preconceived beliefs and perspectives about disability and education. The findings, based on interview data, showed that an emphasis on reflection, exploration and evaluation rather than on drills and repetition was both unexpected and unfamiliar for most of the Egyptian student‐teachers. Some of the Egyptian and some of the foreign lecturers were able to encourage student‐teachers to reflect, although some of the foreign lecturers had a tendency to lecture as they had done at home. Lecturers who wanted to pursue teaching methods that enhanced reflection needed to prioritise time for this, even if the majority of the student‐teachers asked for more information, more facts and for presentations of “the right methods” for teaching learners with disabilities. As the findings in this study illustrate, the partner in the North carries a major responsibility for critically considering the request for expertise because the participants in the South may not necessarily question and challenge the authority of well‐educated professionals from the North. It may not be sufficient for lecturers and supervisors to be well‐qualified practitioners within their home culture. They should be context sensitive, have an inquiring and accepting attitude, and experience challenges, encounters and exposures in the project country over time. Competence in approaches in teacher education is also required, although this meta‐competence may not be explicitly requested by those concerned.     

造纸黑液加压磺甲基化制备水煤浆添加剂的研究

通过正交实验法，对造纸黑液加压磺甲基化制备水煤浆添加剂进行了研究，提出了一种新的全面评价水煤浆性能的方法。通过数据分析，得出的优工艺条件是：100ml黑液(浓度20％)，磁化剂15g，甲基化剂20ml，反应温度100℃，时间6h。     

Re‐examining factor structure of the attitudinal items from TIMSS 2003 in cross‐cultural study of mathematics self‐concept

The aims of this study were to examine the factor structure of the attitudinal questionnaire items from Trends in International Mathematics and Science Study (TIMSS) 2003 and to investigate low‐ and high‐performing students’ mathematics self‐concept in East Asian societies and in the USA. The participants were 24,119 eighth‐graders, 4856 from Japan, 4972 from Hong Kong, 5379 from Taiwan and 8912 from the USA. Exploratory factor analyses (EFAs) were conducted revealing a same factor structure across the four societies. The MANOVA results showed that (1) the US students reported a statistically significant higher mathematics self‐concept than students in Hong Kong, Taiwan, or Japan; (2) across the four societies, high‐performing students had statistically significant higher self‐concept than low‐performing students; and (3) the US low‐performing students’ self‐concept was higher than Japanese high‐performing students’ self‐concept. The implications of these findings are discussed.     

基于时域正则化共空间模式的单次脑电情绪识别(英文)

通过使用单次提取脑电信号的分类技术进行情绪词的脑电(EEG)识别研究.以中文情绪双字词为实验材料,通过其诱发的EEG信号,对正性词与中性词、负性词与中性词分别进行分类.使用时域正则化的共空间模式对单次提取脑电信号进行特征提取,并利用线性判别分析方法进行特征分类,分类准确率集中于55%~65%.置换检验验证了实验分类准确率的统计学显著性,表明了情绪词和中性词的成功识别,也有效地证实了基于脑电信号的语言情绪信息的可识别性.此外,在15名被试中,10名被试的负性词与中性词识别率显著,而仅有4名被试的正性词与中性词识别率显著,说明负性情绪更易被识别.     

Motivation and self‐regulated science learning in high‐achieving students: differences related to nation,gender, and grade‐level

A total of three hundred and fifteen (n = 315) gifted students from the 10th and 12th grade from the United States (n = 102), China (n = 125) and Germany (n = 88) were surveyed regarding their motivation and self‐regulation in chemistry learning. A 3×2×2 MANOVA revealed “nation” as having the largest major effect on these variables. The American group scored higher in most of the motivational and self‐regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples.