Implicit theories,epistemic beliefs,and science motivation: A person-centered approach

The purpose of this study was to explore (a) the individual belief profiles that naturally arise among middle and high school science students (n = 1225); (b) the relationships between these profiles to science achievement and other prominent motivation variables; and (c) the demographic and developmental differences among the belief profiles. Results revealed that a four-class solution fit the data the best. These profiles were differentially related to achievement goal orientations, science self‐efficacy, and science achievement. Differences in profiles also arose as a function of minority status, grade level, and gender. Findings support and refine Schommer-Aikins's (2004) Embedded Systemic Model of epistemic beliefs. Results are discussed in relation to theory and implications for science instruction.     

Educational design as conversation: A conversation analytical perspective on teacher dialogue

The aim of this methodological paper is to expound on and demonstrate the value of conversation-analytical research in the area of (informal) teacher learning. The author discusses some methodological issues in current research on interaction in teacher learning and holds a plea for conversation-analytical research on interactional processes in teacher encounters. As an illustration, an analysis is presented of the way university lecturers manage intersubjective understanding in an inter-professional meeting. With a micro-analytical focus on the architecture of turns, turn taking and the sequential organization of the interaction, the analysis shows how intersubjectivity is reached interactionally by the participants.     

Making sense out of motivation: A systematic model to consolidate motivational constructs across theories

Theories of motivation frequently conflict with one another, not only in their basic assumptions, but also in their interpretation of similar phenomena. Consequently, the teacher of educational psychology faces the arduous task of reasonably clarifying for students some means of transferring this contrasting information into a usable format \ of guidelines and principles. The Time Continuum Model of Motivation directly assists this process by systematically consolidating motivational constructs across theories. This model organizes six major factors — attitude, need, stimulation, affect, competence and reinforcement — along a time sequence. The instructor of educational psychology can use the model to demonstrate the applicability of different motivational theories to a variety of learning situations. In addition, the key questions of how and when to use the basic elements from different motivational theories can be systematically approached for optimal student learning and transfer to applied settings.     

Academic motivation theories revisited: An interactive dialog between motivation scholars on recent contributions,underexplored issues,and future directions

In this article, I introduce the current special issue, which brings together leading scholars who either initiated or played subsequent central roles in the inception and development of five prominent theories of academic motivation: attribution theory, expectancy-value theory, social-cognitive theory, achievement goal theory, and self-determination theory. I begin by discussing the need for a special issue devoted to these theories and then summarize its overarching goals: (1) provide an outlet for leading theorists to update their work; (2) cast a spotlight on three underexplored and timely issues regarding motivation theory (diversity, methodology, and interventions); (3) have leading scholars discuss their recommendations for future directions; and (4) facilitate an interactive dialog between and among the theorists and three commentators who suggest alternative perspectives on the study of motivation. I conclude with an overview of the five theory articles and three commentaries included in this special issue.     

刘基散文中的“释名“

刘基在小学领域,也颇有些建树,特别是训诂学上成就更大,散见于刘基散文中探求词源,说明词和事物命名的理据及谴词造句理据的"释名",已具语源学特色.散文<菜窝说>用声训的方法,比较系统地探求了部分蔬菜的单名理据,大都可信.其他散文对复名的理据的探求更为可靠,其寻求理据的方式对我们目前的语言理据研究还有较高的价值.刘基的<春秋明经>揭示的<春秋>的句法修辞理据,也颇有自己的特色.     

语用学视野下的小说对话

对话在很多小说中都占有相当重要的部分,我们通常也都是在历史和文化等视野下来阐释和解读这些对话的。然而,语用学的一些知识同样也可以帮助我们来阐释这些对话,以丰富对其的解读。文章主要从＂言语行为理论＂和＂交谈意蕴＂的角度对几部小说中的一些对话进行了阐释和解读,进而说明将语用学的知识应用于小说对话的阐释可以进一步丰富我们对小说的理解。     

对心理学理论体系的反思

心理学从哲学脱离出来,却继承了从哲学和社会学角度研究意识的传统。脑科学和神经科学的研究表明,以脑为核心的思维活动能同时产生意识和无意识,现有的心理学理论体系存在四个方面的缺陷而无法整合最新的研究成果,心理学呼唤思维革命。     

语用研究的人本主义取向

本文旨在探讨语用研究中呈现出的一种新的发展趋势,笔者称之为人本主义取向。文章首先讨论了语用学源起与人本主义的关系,然后尝试着分析了语用研究中该取向的种种体现,结语处对该取向之意义作了简要论述。