“关联理论”与教师口语中的交际认知研究

在"教师口语"的相关研究中,加强动态环境中交际与认知的操作训练是教学难点之一,而关联理论从认知角度为明示-推理建立的最佳关联给教师口语教学提供了新的思路.口语表达是一种综合能力,教师职业口语有专业化信息意图和交际意图的特定性,需要围绕口语交际培养与之相关的语言能力和语用能力;综合素质培养有认知发展和教育规律的层次性,需要按照设定目标研究与之相关的内容,体现自然语言理解共性和职业口语个性的整合能力;不同层面的认知过程有朝期待目标努力的动态性,在引导思维和心理推理方面需要表现出话语策略灵敏的应变能力.以此借鉴关联理论来指导教师口语中的交际与认知,对提高师范生口语表达能力十分有效.     

优差生数学解题认知活动特征的比较研究

运用口语报告技术对优生和差生解同一数学题认知活动的差异进行 分析,研究结果表明：优差生数学解题认知活动的差异主要有：数学解题策略 运用水平存在差异;在推理过程的缩短性、可逆性和完整性上存在差异;在对 问题的表征,特别在心理表征方面存在差异;在对数学材料的记忆方面存在差 异;在自我控制技能上存在差异,等等。     

优差生数学解题认知活动特征的比较研究

运用口语报告技术对优生和差生解同一数学题认知活动的差异进行分析,研究结果表明：优差生数学解题认知活动的差异主要有：数学解题策略运用水平存在差异;在推理过程的缩短性、可逆性和完整性上存在差异;在对问题的表征,特别在心理表征方面存在差异;在对数学材料的记忆方面存在差异;在自我控制技能上存在差异,等等。     

儿童传递性关系推理的发展及其心理模型

阐述了儿童传递性关系推理发展的研究状况，分析了传递推理的心理模型，提出了新的心理模型。     

正确认识和使用口语报告法——口语报告法的优缺点及其在运用中应注意的问题

口语报告法是通过分析研究对象对自己心理活动的口头陈述,收集有关数据资料的一种方法。口语报告法的适用范围广泛,尤其是在心理和教育科学的研究中,口语报告法特别适合于研究被试认知活动的实际过程和特点。本文将对口语报告法的三种形式,即自我报告、自我观察和自我启示进行对比并指出口语报告法在理解语言学习和语言运用策略方面做出的贡献,以及如何适当地运用这些方法。     

幼儿性别角色与攻击行为关系的特质推理研究

通过设计故事与被试访谈法,以124名3-6岁儿童的心理特质为中介,探究其对性别角色与攻击行为关系作出推理的能力。得出：特质推理现象存在于3-6周岁儿童对于性别角色与攻击行为关系的认知过程中;随着年龄增长,3-6岁儿童在该方面的特质推理能力发展趋于稳定。     

口语报告：方法与展望

口语报告是了解人类认知过程的重要方法。口语报告方法又称为出声思考方法,它能使被试的思维过程外部语言化,研究者以此可以直接研究人类复杂的信息加工过程。笔者介绍了口语报告方法的使用程序和国内外的有关口语报告方法的应用研究,分析了口语报告方法的发展趋势以及应用前景。     

认知心理学学习理论对儿童口语交际能力培养的启示

认知心理学学习理论认为学习是个体主动加工信息、发展认知和生成意义的过程,并充分注重认知策略、元认知策略和自我图式在学习过程中的作用。这一学习理论对于提高儿童口语交际能力的培养的实效性具有重要的指导意义。以认知心理学学习理论为指导,口语交际能力的培养应该注重儿童早期的口语交际能力的开发,合理地制定口语交际能力培养的目标,明确学生的主体地位,倡导情境式合作学习模式,提高儿童对口语交际的自我效能感和动机,并利用多元化的评价机制来评价儿童的口语交际能力。     

数学建模的一般认知过程研究

运用口语报告分析、深度访谈分析和理论分析方法建立数学建模的一般认知过程模型.该模型尝试模拟数学建模的一般认知过程,力图揭示数学建模行为过程的基本阶段及其联系,试图表征实现数学建模行为操作过程各阶段的一般认知操作过程及其方式,旨在为数学建模教学的有效实施提供认知理论基础.但该模型尚需通过更深入的理论研究与更广泛的实证研究优化与完善.     

概念转变的心理模型建构过程与策略

根据认知心理学的观点,概念转变是学生内在的朴素心理模型向科学心理模型转变与建构的过程。心理模型建构包括四个阶段的循环：激活原有心理模型中的错误概念;对模型中的元素产生不满（产生认知冲突）;建构新模型;使用新模型。概念转变的策略包括聚焦学生心理模型中的错误概念;引发学生的认知冲突;通过类比推理,建构新模型;使用新模型．进行科晕推理。     

Developing Model‐Based Reasoning

Key elements of the structure and function of models in mathematics and science are identified. These elements are used as a basis for discussing the development of model‐based reasoning. A microgenetic study examines the beginnings of model‐based reasoning in a pair of fourth‐ and fifth‐grade children who solved several problems about chance and probability. Results are reported in the form of a cognitive model of children's problem‐solving performance. The cognitive model explains a transition in children's reasoning from tacit reliance on empirical regularity to a form of model‐based reasoning. Several factors fostering change in children's thinking are identified, including the role of notations, peer interaction, and teacher assistance. We suggest that model‐based reasoning is a slowly‐developing capability that emerges only with proper contextual and social support and that future study should be carried out in classrooms, where these forms of assistance can also be part of the object of study.

Model‐based reasoning is a significant intellectual milestone because it bridges the worlds of personal, intuitive knowledge, on the one hand, and mathematical‐scientific theory, on the other. However, across disciplines, consensus is still forming about what model‐based reasoning comprises, and there is little knowledge about its ontogenetic origins or how it develops. We consider analogy as the core of modeling, because in model‐based reasoning a system in one domain is used to understand a system in another. To understand how models come to play a role in reasoning, it is important to initiate study of their origins. Accordingly, we report a microgenetic study examining the beginnings of model‐based reasoning in a pair of young children solving problems about chance and probability. In this study we are engaged in the enterprise of modeling the development of modeling. That is, we report our results in the form of a cognitive model of children's problem‐solving performance that explains a transition in reasoning from a tacit reliance on empirical regularity to a form of model‐based reasoning. It is important to note the two distinct meanings for the term model used in this article. The first describes how children come to understand and appropriate a system of reasoning exemplified in practices of modeling. The second describes a research tool, a model of human reasoning—specifically, how children in this study began to use models of probability to reason about uncertain events. In this report, we use the terms model or model‐based reasoning to refer to the former interpretation, whereas references to a cognitive model denote the simulation of children's thinking—in this case, implemented as a computer program.

Before describing the empirical work, we first identify some key elements of the structure and function of models. Next, these elements of modeling are used as the basis for generating some conjectures about the development of model‐based reasoning. We describe a task that we used as a window to understanding progression in student reasoning toward reliance on models as tools for thought. We present our rationale for developing cognitive models of student performance and explain some choices concerning the implementation of the cognitive model reported here. Finally, we turn to the children's performance on chance and probability tasks and explain how that performance illuminates both what children do not understand about models and the kinds of relevant knowledge that they are acquiring.     

幼儿文学作品中的比喻认知探究

运用认知心理分析和与成人文学作品中比喻比较分析的研究方法,分析了幼儿文学作品中比喻喻体的择语特点、比喻似同点的特点及其认知心理阐释。阐述了必须充分考虑幼儿的认知心理特点,幼儿才能理解幼儿文学作品中的比喻的道理。     

Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach

We investigated the longitudinal relations between cognitive skills, specifically language-related skills, and word-problem solving in 340 children (6.10–9.02 years). We used structural equation modeling to examine whether word-problem solving, computation skill, working memory, nonverbal reasoning, oral language, and word reading fluency measured at second grade were associated with performance on measures of word-problem solving in fourth grade. Results indicated that prior word-problem solving, computation skill, nonverbal reasoning, and oral language were significantly associated with children’s later word-problem solving. Multi-group modeling suggested that these relations were not significantly different for boys versus girls. Implications of these findings are discussed.     

Verbal and spatial analogical reasoning in deaf and hearing children: the role of grammar and vocabulary

The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed.     

The Attribute Hierarchy Method for Cognitive Assessment: A Variation on Tatsuoka's Rule-Space Approach

A cognitive item response theory model called the attribute hierarchy method (AHM) is introduced and illustrated. This method represents a variation of Tatsuoka's rule-space approach. The AHM is designed explicitly to link cognitive theory and psychometric practice to facilitate the development and analyses of educational and psychological tests. The following are described: cognitive properties of the AHM; psychometric properties of the AHM, as well as a demonstration of how the AHM differs from Tatsuoka's rule-space approach; and application of the AHM to the domain of syllogistic reasoning to illustrate how this approach can be used to evaluate the cognitive competencies required in a higher-level thinking task. Future directions for research are also outlined.     

论皮亚杰《发生认识论原理》中的辩证法思想

现代著名哲学家皮亚杰用心理学的方法研究、分析和总结出儿童认知发生发展的过程和规律,并创立了发生认识论。这一发生认识论所包含的儿童认知发展理论、平衡理论、外化内化结构理论、逻辑——数学的建构理论、以及＂相对客体＂和＂绝对客体＂理论中,无不蕴涵着丰富的辩证法思想。     

儿童归纳推理的多样性效应研究现状及展望

归纳推理具有许多心理效应,如多样性效应、典型性效应和单调性效应等。其中多样性效应及研究方法备受关注,已有研究通过寻找证据、论断力度判别、属性扩展与归宿选择等方法来研究多样性效应。有关儿童归纳推理多样性效应的国内外研究表明儿童的归纳推理主要是受知识经验的影响．而不是受机制问题的影响。人格特质因素和属性可见性对儿童归纳推理多样性也有影响,并且国内外研究结论略有不同,显示多样性效应具有年龄差异与跨文化比较的特点。     

Egocentric language in deaf children

Egocentric language is a generalization of Piaget's egocentric speech concept (1926/1969) investigated by Vygotsky (1962). Behaviors of eight children ages 2 to 5 years with profound congenital deafness were analyzed using six classes of egocentric language: motor reaction activity, silent lips articulation, murmur, oral-facial mimics, body expression, and vocalization. No child had received oral or sign language training. All attended videotaped play sessions. Events in which children engaged in "dialogue" with themselves or a toy, while pursuing a specific solution, were observed. Such extralinguistic behavior moves the thinking process toward problem solving like that of hearing children. Consequently, teachers should not interrupt when a deaf child is playing with or signing or vocalizing to a toy, because this behavior may be the manifestation of a reflexive moment and the generator of a decision process fundamental for cognitive development. Vocalization by a deaf child does not indicate willingness to speak; it merely manifests symbolic reasoning. Silent lips articulation and oral-facial mimics have the same effect and can also be interpreted.     

Tacit models,treasured intuitions and the discrete—continuous interplay

We explore conditions for productive synthesis between formal reasoning and intuitive representations through analysis of college students’ understanding of the limit concept in the definition of the derivative. In particular, we compare and contrast cognitive processes that accompany different manifestations of persistence of intuitions and tacit models that coexist with students’ logical reasoning. The students are highly trained in mathematics. We encounter expressions of the persistence and impact of intuitions and tacit pictorial models as described by Fischbein. But we also observe some new characterization of persistence of tacit models in which the tacit pictorial model continues to interfere in the student’s reasoning process, coexists with a logical reasoning but does not prevent the student from reaching a feeling of logical consistency. The empirical analysis and the theoretical discussion offered in the present paper permit us to highlight this very special integration of the formal and the intuitive components of the reasoning process.     

Students’ Interpretation of Formative Assessment Feedback: Three Claims for Why We Know So Little About Something So Important

If K‐12 students are to be fully integrated as active participants in their own learning, understanding how they interpret formative assessment feedback is needed. The objective of this article is to advance three claims about why teachers and assessment scholars/specialists may have little understanding of students’ interpretation of formative assessment feedback. The three claims are as follows. First, there is little systematic research of K‐12 students’ interpretations of feedback. Systematic research requires gathering substantive evidence of students’ cognitive and emotional processes using psychological methods and tools. Second, there is an overemphasis on the external assessment process at the expense of uncovering learners’ internal reasoning and emotional processes. This overemphasis may be due to vestiges of behavioral approaches and lack of training in social cognitive methods. Third, there are psychological tools such as the clinical interview, pioneered by Piaget and used by psychologists to “enter the child's mind,” which may be helpful in uncovering students’ interpretation of feedback and associated behavioral responses. If the purpose of formative assessment is to change student learning, and feedback is delivered as a conduit to help with this long‐term change, understanding students’ interpretation of feedback plays a central role in the validity of the process.