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1.
张福全 《合肥教育学院学报》2007,24(3):111-114
中国笔迹心理学的研究起源于现代,其发展呈现三个特点:一是笔迹心理学的发展呈现出三条发展路径:第一条路径是笔迹学,第二条路径是笔迹心理学,第三条路径是笔迹分析;二是汉字笔迹心理学的研究呈现出实证研究和经验总结式研究两大序列;三是笔迹分析的结论表述缺乏统一的标准,没有相应的概念体系。针对关于笔迹学、笔迹分析、笔迹心理学的不同提法问题,关于笔迹心理学的科学性问题,关于笔迹分析的偏离轨道倾向问题提出了述评观点。 相似文献
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笔迹分析技术是笔迹学的重要组成部分。在现代企业招聘的过程中,笔迹分析通过研究笔迹对人心理活动和个性人格的反射,并根据其他素质,作出候选人是否符合此职位的建议。避免了面试等环节应聘者对某些个人信息的有意隐瞒,有助于全面了解应聘者,提高了招聘环节合理选拔人才的效率,以及职位和员工的匹配度。 相似文献
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笔迹心理学是根据笔迹来分析书写者性格特点的一门科学,已经发展为应用心理学的一个分支,应用领域非常广泛。当前笔迹心理分析方法主要有两种:一是笔迹学专家根据实践经验,结合应用心理学来分析;二是通过性格量表问卷调查,结合笔迹样本分析。前者以经验主观判断,准确率得不到保证;而结合调查问卷法分析笔迹特征,效率不高。提出一种基于支持向量机的机器学习方法,能够自动分析笔迹,有效解决以上问题。 相似文献
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张福全 《合肥教育学院学报》2006,23(4):59-62
中国古代有关于汉字笔迹特征的论述,却没有系统的分类。汉字笔迹特征的分类有两大角度:笔迹鉴定的角度和笔迹心理分析的角度。文章阐述了汉字笔迹特征的分类情况,提出了力量特征、空间特征、关系特征和神韵特征的汉字笔迹特征的分类方法。 相似文献
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临床心理学关于笔迹的研究 总被引:1,自引:0,他引:1
童辉杰 《江西师范大学学报(哲学社会科学版)》2002,35(3):90-94
对一百多看来国外临床心理学关于笔迹研究作了概览,这些研究试图揭示精神分裂症、神经症、病态人格、同性恋、癫痫、脑损伤、关节炎和老化等与笔迹的关系,以及酗酒、自杀、吸毒的笔迹特征。通过自己的实证探索,认为笔迹是一种值得重视的人的活动产品,其中可能抽射出具有临床意义的生理、心理的变化。 相似文献
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基于纹理分析的笔迹图像预处理技术在笔迹鉴别、文字识别、签名验证等领域都具有广泛的应用。针对基于纹理分析的离线手写体笔迹鉴别方法,重点对笔迹图像预处理的相关算法展开了研究,并给出了部分算法的改进和子系统的实现。实验结果表明:这些算法有效可行,子系统具有应用推广价值。 相似文献
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通过对21世纪心理学人才的需求、对心理学人才素质要求以及心理学应用领域的预测分析,结合目前我国,尤其是地方高校心理学专业建设现状,借鉴国外心理学专业人才培养的经验,提出了应用心理学专业(本科)应面向中小学幼儿园、社会福利机构、社区等领域,培养从事心理教育与咨询、心理测评、人事管理、社区指导等方面人才的目标,并明确了课程体系构建、师资队伍建设的基本思路。 相似文献
9.
杨敏杰 《世界华商经济年鉴·科学教育家》2009,(5):23-24
对员工进行品德测评,是防范人力资本投资风险的重要措施。本文从心理学、人员测评管理学等有关理论和方法以及部分企业的实践中得到启发,总结了企业员工品德测评的原则,并提出以下几种品德测评方法:情景测评、品德实验、巧妙提问、纸笔测验、笔迹分析。 相似文献
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传统书法教学片面强调“手”的临写功夫,忽视“眼”和“脑”方面审美素质的培养;当代书坛有忽略书写技能训练和审美素质培养的倾向。从哲学的高度、书法课的教学目的、艺术创作的一般规律、书法艺术的特殊性等方面看,书法教学中书写技能的训练和审美素质的培养,均有其客观必然性。提高书写技能的基本途径是掌握笔法、墨法、结体、章法。书法审美素质的培养,要贯穿于书写技能的训练中,要适当讲授一些书法理论,要与其他艺术门类进行比较研究。 相似文献
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《The Journal of educational research》2012,105(3):216-221
ABSTRACT Handwriting is used throughout the school day and is important to demonstrate knowledge. This research evaluated how handwriting instructional practices and intrinsic and extrinsic factors in actual classroom settings impacted learning handwriting over the course of the school year. Findings indicated that extrinsic factors (educational instructional practices, spatial constraints) and intrinsic factors (task cognitive complexity) influenced handwriting performance, but not always in the same way for writing product and process measures. In addition, stronger relationships were found between writing process measures and handwriting fluency than legibility. Even though handwriting improved over the school year, some instructional practices resulted in a widening performance gap as the school year progressed. The impact of these findings for implementing and differentiating handwriting instruction and guiding future research is discussed. 相似文献
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Handwriting is a complex human activity that entails an intricate blend of cognitive, kinesthetic, and perceptual-motor components. Children are expected to acquire a level of handwriting proficiency that enables them to make skillful use of handwriting as a tool to carry out their work at school. Poor handwriters have difficulty developing their writing skills and, as a result, often suffer in their educational and emotional development. This article highlights the importance of handwriting and reviews the development of methods used to evaluate handwriting difficulties. Included also is a discussion of methodological aspects of current handwriting evaluations and a presentation of research on the use of a computerized system that may be helpful in better understanding the handwriting process of poor writers. The article concludes by outlining future directions in handwriting evaluation that combine the assessment of the handwriting product with computerized analysis of the handwriting process. 相似文献
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《The Journal of educational research》2012,105(2):117-126
ABSTRACT The unit of analysis and the unit of measurement in handwriting research are usually topographically defined. We explored the use of a functional response-class definition for the units of analysis and measurement of cursive handwriting. The sensitivity of this functional definition to differentiate easy-to-read from difficult-to-read cursive handwriting was assessed by calculating a percentage of legible letters. The ranges, means, and individual percentages showed (a) no overlap between the categories of easy-to-read or difficult-to-read handwriting and (b) small sample-to-sample variability with the easy-to-read handwriting and larger sample-to-sample variability with the difficult-to-read handwriting. The data are consistent with social validity rankings of the easy-to-read and the difficult-to-read handwriting. 相似文献
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我国传统书法在现代艺术设计中的运用 总被引:1,自引:0,他引:1
肖本建 《河北职业技术学院学报》2007,7(6):76-77
书法艺术是一种抽象艺术,在现代艺术设计中发挥着重要的作用,如何科学衔接传统与创新之间的关系,是书法文化发展亟待解决的重要课题。本文就书法艺术在现代艺术设计中的表现形式,传统书法与现代艺术设计的关系进行探讨。 相似文献
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Handwriting has a low status and profile in literacy education in England and in recent years has attracted little attention from teachers, policy‐makers or researchers into mainstream educational processes. This article identifies a substantial programme of research into handwriting, including studies located in the domains of special needs education and psychology, suggesting that it is time to re‐evaluate the importance of handwriting in the teaching of literacy. Explorations of the way handwriting affects composing have opened up new avenues for research, screening and intervention, which have the potential to make a significant contribution to children's progress in learning to write. In particular, the role of orthographic motor integration and automaticity in handwriting is now seen as of key importance in composing. Evidence from existing studies suggests that handwriting intervention programmes may have a real impact on the composing skills of young writers. In particular, they could positively affect the progress of the many boys who struggle with writing throughout the primary school years. 相似文献
17.
Hajo Frölich 《Paedagogica Historica: International Journal of the History of Education》2019,55(6):854-870
ABSTRACTIn China, unlike in many of the other cases treated in this special issue, it would seem that the standard style of writing by hand did not undergo any significant changes over the course of the twentieth century. Accordingly, the development of everyday Chinese handwriting has not been studied much. This article, however, shows that subtle yet significant changes occurred in both handwriting and the teaching of handwriting. Those changes were part and parcel of China’s twentieth-century quest for identity in a changing world. By analysing curricula and handwriting manuals from the 1900s to the 1980s, I demonstrate how, within a standard framework of “good” handwriting inherited from Imperial China, economic, societal, and nationalist considerations of the Republican, Maoist, and reform-era regimes caused the emphasis to shift back and forth between speed, down-to-earth pragmatism, and aesthetics – or, in other words, between utility and identity. Even within one given standard style of handwriting, therefore, seemingly minor shifts can tell us a lot about larger political and economic developments. To provide some background, I also briefly refer to the debates and measures regarding the abandonment or simplification of Chinese characters during the first half of the twentieth century. 相似文献
18.
Debra McCarney Lynne Peters Sarah Jackson Marie Thomas Amanda Kirby 《International Journal of Disability, Development & Education》2013,60(2):105-118
Handwriting is a complex skill that, despite increasing use of computers, still plays a vital role in education. It is assumed that children will master letter formation at a relatively early stage in their school life, with handwriting fluency developing steadily until automaticity is attained. The capacity theory of writing suggests that as automaticity develops, the proportion of working memory dedicated to the mechanics of handwriting is reduced, releasing capacity for the planning, composing and editing of content. This study examined the handwriting ability of 284 mainstream primary school children and explored possible associated factors. Correlations were found between poor handwriting, lower cognitive and literacy scores, and a longer duration for handwriting tasks. Giving children the opportunity to practise their handwriting sufficiently to increase the level of automaticity may release working memory to be applied to the cognitive demands of the task and may potentially raise their level of attainment. 相似文献
19.
李建春 《遵义师范学院学报》2007,9(5):84-87
《兰亭序》是"书圣"王羲之的"天下第一行书"。它影响了一代代书家,使中国书法艺术的发展出现了一次次高潮。美术系本科书法课程中的行书教学中,也应选《兰亭序》为范本。认真研究兰亭序的教学方法对提高该课程的教学效果有其重要意义。 相似文献
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A recent review of handwriting research in Literacy concluded that current curricula of handwriting education focus too much on writing style and neatness and neglect the aspect of handwriting automaticity. This conclusion is supported by evidence in the field of graphonomic research, where a range of experiments have been used to investigate this issue from a movement perspective. The present article offers a brief introduction to a graphonomic approach to handwriting analysis and the findings of graphonomic research about handwriting automaticity. These findings indicate that attentional control to any characteristic of the writing process (e.g. direction, lexical status, movement, style) results in an impairment of handwriting automaticity. These findings support and add a new dimension to previous conclusions. 相似文献