英语习语中文化定势现象的认知解读

文化定势是一种文化现象,也是一种思维认知。从英语习语的角度分析文化定势,探讨自我文化和他文化认知定势的不同特点,进而了解定势认知既是一种普遍认知,却也是一种过度概括,可以更好地把握英语习语的文化意义,减少跨文化交际障碍。     

中学化学学习中负迁移成因及教学对策

中学化学学习中的负迁移现象是指学生已有化学知识对学习内容的消极干扰作用。其在中学化学学习中的成因主要有七种:记忆定势、思维定势、理解定势、类比定势、直觉定势、操作定势和图示定势。化学教学过程中,教师应该从创设认知冲突、加强概念教学、概念转变学习、构建知识体系和重视方法教学五个方面制定对策,减少负迁移现象的发生。     

中学生场独立-场依存性认知风格对定势效应的影响

采用《镶嵌图形测验》和陆钦斯的量水问题对中学生的认知风格和思维定势作了调查，并探究了认知风格和思维定势的关系。研究表明：中学女生的场独立性显著高于男生，认知风格的年级差异不显著；定势现象也存在性别差异，且有随年级增加的趋势；初中生定势效应的认知风格差异性不显著，高中生场依存性者定势现象显著多于场独立性者。     

思维定势对物理教学的影响与对策

思维定势是一种客观存在的现象。所谓定势,是指按照积累的思维活动,经验教训和已有的思维规律,在反复使用中所形成的比较稳固的定型化了的思维路线、方式、模式。心理学的研究表明,人在学习过程中使用某一认知方式进行思维,重复的次数越多,越有效。那么,在新的相似情境中就会优先运用这一方式,这是一种不甚自觉发生的行为,它是思维的“惯性”现象。思维定势在中学物理教学中的作用,既有积极的一面也有消极的一面。下面我就在物理教学中对促进积极的思维定势,克服和预防消极的思维定势谈谈我的看法和体会。     

论期刊编辑工作中的认知偏差及纠正

认知偏差是指人在认知事物过程中出现的带有规律性的误差,它主要表现为首因效应、近因效应、光环效应、定势效应、投影效应、社会刻板印象等。认知偏差作为一种非常普遍的社会现象,存在于每个个体身上。我们每一个编辑作为社会的一员,也是社会的一个个体,所以,在编辑工作中,认知偏差也必定存在并影响着我们的工作效果。因此,我们每个编辑对此都要有充分的认识,并在工作中有意识地纠正这种认知偏差,只有这样才能对我们编辑工作大有裨益。     

文化定势对多元文化音乐教育的影响

在多元文化音乐教育的实践中,社会所赋予个体的文化定势是影响教学的重要因素之一。那么什么是文化定势呢?文化定势是一种普遍存在的社会现象,通常研究者以整齐划一式的划分为标准,进行跨文化交际研究。学     

范畴化与意义认知变异

范畴化是人类认识客观世界的认知基础,范畴化过程中既形成原型范畴又形成文化定势。因此人类对意义的认知与原型、定势都有关。原型被称为是一类事物中的“最佳样板”,是人类对意义认知的基础和核心部分,有助于我们对意义的认知范畴化。而文化定势是人类思想范畴化的一种复杂形式,它局限于特定社会中的人群,使他们对意义的认知在主观上产生固化。如果用认知的观点审慎地看待范畴,就会发现原型是人的思想表现的认知参照点。所以对不同语言社团的人来说,同一范畴中意义的认知可能会产生变异。     

跨文化交际中的文化定势及其对外语教学的启示

文化定势是跨文化交际中一种普遍存在、不可避免的认知方式,它是直接影响交际效果的重要因素之一。基于高校学生对文化定势和跨文化交际认知的调查,分析文化定势对跨文化交际产生的影响,尝试从教师和学生的角度提出解决办法,以帮助学生更好地进行跨文化交际。     

跨文化交际中的文化定势初探

国际社会全球化的发展趋势使得民族间的跨文化交际日益频繁。文化定势是在跨文化交际中经常被使用的认知方式。在具体阐述文化定势概念的基础上,从社会和个体两个层面具体分析其成因,从而思考其利弊,正确合理看待文化定势。     

框架语义学与间接回指

间接回指是指话语上下文中先行成分和照应成分之间没有直接指代关系的一种特殊回指形式。对间接回指的理解需要对其理解的认知过程进行分析。框架语义学作为一种认知语义学提供了对词汇意义的描写方法,其中的“框架”概念是一种对概念的认知组织形式。框架中一个概念元素可以激活概念中的其它概念元素。框架语义学对间接回指中指称确定和认知推理有较强的解释力。我们尝试运用F illmore提出的框架语义学对这种语言现象进行探讨。     

Potential stereotype threat and face validity effects on cognitive‐based test performance in the classroom

Evaluation is an inherent part of education for an increasingly diverse student population. Confidence in one’s test‐taking skills, and the associated testing environment, needs to be examined from a perspective that combines the concept of Bandurian self‐efficacy with the concept of stereotype threat reactions in a diverse student sample. Factors underlying testing reactions and performance on a cognitive ability test in four different testing conditions (high or low stereotype threat and high or low test face validity) were examined in this exploratory study. The stereotype threat manipulation seemed to lower African‐American and Hispanic participants’ test scores. However, the hypothesis that there would be an interaction with face validity was only partially supported. Participants’ highest scores resulted from low stereotype threat and high face validity, as predicted. However, the lowest scores were not in the high stereotype threat/ low face validity condition as expected. Instead, most groups tended to score lower when the test was perceived to be more face valid. Stereotype threat manipulation affected Whites as well as non‐Whites, although differently. Specifically, high stereotype threat increased Whites’ cognitive ability test scores in the low face validity condition, but decreased them in the high face validity condition. Implications for testing and classroom environment design are discussed.     

认知语境与超常搭配词组的语义推导

认知语境是语用者系统化了的语用知识, 它包括语言使用涉及的情景知识、语言上下文知识和背景知识, 也包括社会表征。而超常搭配是一种特殊的语言现象, 它指的是一种突破了词与词之间语义搭配常规的搭配关系。根据超常搭配词组语义的可推导性, 它可以分为两种: 一是必须借助社会表征才能推导出语义的超常搭配; 另一种是必须利用构成认知语境的诸因素才能推导出语义的超常搭配。     

Stereotype threat in manual labor settings for African American and Caucasian participants

Stereotype threat has primarily been studied with regard to test performance in academic settings, testing aptitude, ability, and intelligence, and it has been found to cause both behavioral and cognitive decrements. Although there is research on stereotype threat in the workplace, this too is usually conducted in upper‐level or more academically based job tasks. This article concentrates on how stereotype threat affects those in manual labor workplace settings. This research, however, sought to test subjects on a behavioral task in a workplace setting to see if the results mirror those in academia. Stereotype threat in academic settings has been shown to cause both behavioral and cognitive decrements. It was theorized that stereotype threat would cause performance decrements for the African American participants. Participants were undergraduate students—60 Caucasian and 60 African American. All performed two manual labor tasks, sorting and assembling nuts and bolts, and a math test, half while under stereotype threat and half without stereotype threat manipulation. Results yielded significant differences between the two conditions for African Americans on both the academic and nonacademic/manual labor tasks.     

试论记者认知中的刻板印象

新闻传播活动的特殊性以及刻板印象能够降低认知主体信息处理的费力程度，带来认知协调的舒服感。刻板印象与情感尊严紧密联系等复杂因素，使得记在依据其图式对信息进行甄别筛选和采集加工的过程中。倾向于同化而不是顺应。记的图式一旦僵化为刻板印象，就会造成认知偏差。并附着在新闻以及其他资讯中在社会上传播。报道的模式化以及新闻失实等现象均可追溯至记认知中的刻板印象。     

社会认知偏差对管理活动的影响

领导者如何在发现和激励人才等关键环节有效地避免不利于生产经营活动的社会认知偏差,使有利于提高管理水平和促进沟通的社会认知偏差充分发挥作用,对企业的发展利害攸关.研究表明,一些常见的社会认知偏差,如晕轮效应、刻板印象、首因效应、透明度错觉等,在人员的选拔和任用中既能产生消极的影响,又能产生积极的影响.     

Stereotyped: Investigating Gender in Introductory Science Courses

Research in science education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. Research efforts to reduce achievement gaps by mediating the impact of stereotype threat have found success with a short values-affirmation writing exercise. In biology and biochemistry, however, little attention has been paid to the performance of women in comparison with men or perceptions of stereotype threat, despite documentation of leaky pipelines into professional and academic careers. We used methodologies developed in physics education research and cognitive psychology to 1) investigate and compare the performance of women and men across three introductory science sequences (biology, biochemistry, physics), 2) document endorsement of stereotype threat in these science courses, and 3) investigate the utility of a values-affirmation writing task in reducing achievement gaps. In our study, analysis of final grades and normalized learning gains on content-specific concept inventories reveals no achievement gap in the courses sampled, little stereotype threat endorsement, and no impact of the values-affirmation writing task on student performance. These results underscore the context-dependent nature of achievement gaps and stereotype threat and highlight calls to replicate education research across a range of student populations.     

从意象图式看跨文化交际中的文化定势

跨文化交际研究者们从不同的方向对跨文化交际进行了讨论、阐述和研究,成绩斐然。但是交际者们发生的交际语用失误却比比皆是。文章在以往中国的传统的跨文化交际研究的基础上,运用认知语言学相关理论———图式理论,来简要分析跨文化交际中的文化定势和语用失误的原因,以促进交际的顺利进行。