基于协同原则的异议表达方式研究

本研究通过分析英语专业学生表达异议的方式以及英语水平对其的影响, 考察对话中协同原则的使用。研究数据来源于中国学生英语口语语料库48名英语专业二年级学生的对话,笔者对三个不同水,组学生的异议表达方式进行了分类统计。 结果显示对话双方表达异议时, 协同方式多于非协同方式, 从而验证了协同是对话的重要机制。 研究还发现, 口语水平不同的学习者对异议表达方式的选择表现出不同趋势。高水平者的表达方式更具多样性,也更能注意避免冲突发生 。     

Teaching children to share through stories

The effects of symbolic modeling in the form of stories were examined in changing young children's sharing behavior and knowledge of sharing. Nursery school and kindergarten children who displayed a low frequency of sharing were assigned to experimental and control conditions. The experimental group heard stories and viewed slide tape shows of modeled sharing. The control group heard animal stories and viewed slide tape shows with no modeled sharing. The results were as follows: (a) The modeling group shared significantly more than the control group. (b) The modeling group increased their sharing across the three experimental days, and shared significantly more than the control group on both the second and third days. (c) The modeling group acquired significantly more knowledge about sharing. The findings provide strong evidence for the efficacy of models in both book and slide formats for young children.     

Can Providing Rubrics for Writing Tasks Improve Developing Writers' Calibration Accuracy?

Rubric-referenced calibration and the interaction between writing achievement and calibration, a measure of the relationship between one's performance and the accuracy of one's judgments, were investigated. Undergraduate students (N = 596) were assigned to one of three calibration conditions: (a) global, (b) global and general criteria, or (c) global and detailed criteria. Students in all three conditions provided global predictions and postdictions of essay exam scores. Although calibration judgments by condition did not affect calibration accuracy overall, statistically significant main effects were found between calibration accuracy by criteria and prior achievement. High achievers made more-accurate predictions and postdictions by criteria than low achievers. Regardless of achievement level, those students in the detailed rubric condition had higher postdictive accuracy for the organization criteria than did students in the general rubric condition.     

归因训练提高英语阅读能力的实证研究

以归因理论为依据,运用问卷及访谈方式,了解英语专业阅读能力弱的学生的归因倾向,并以此为依据,采用谈话开导和教育干预方式,对英语专业阅读能力弱的学生进行归因训练,经过训练效果测量发现:通过系统的归因训练,可以帮助学生改变不良的归因方式,增强阅读学习兴趣,培养良好的阅读习惯,对学生的阅读成绩的提高有一定的促进作用。     

Stability of Student Teacher Behaviors and Their Relationship to Personality and Creativity Factors

Abstract

An investigation was made of serial position effects in lecture material, A tape recorded lecture was prepared in two forms. Two groups of tenth-grade students (total N = 269) each heard one of the forms and completed a test over the material heard. Item scores were computed and serial position curves drawn for groups, ability levels within groups, and sexes within groups. These curves indicate that the serial position effect was present. No sex differences were observed. It is concluded that the serial position effect should be taken into account in classroom practice and that more research is needed to determine how to control and use it.     

Expert-novice interactions: Influence of partner status

The aim of this study is to highlight the influence of the socio-relational context in expert-novice problem solving situation. We assume that a hole range of interactive organizations coexist and vary as a function of the asymmetry of the relationships affected by the mastery of the task and differences in partners status. Thirty six first graders aged 6;6 (18 hight achievers and 18 low achievers) were observed during a construction task. Hight achieving experts were assigned to low achieving novices and vice-versa. As predicted, when hight achieving status was associeted with task related expertise (reinforced asymmetry) the interactive dynamic was chiefly caracterised by guidance/tutoring. In contrast, when low achieving status was associated with task related expertise (counter balanced asymmetry), a variety of dynamics were abserved most of which were either cooperative or exhibited reverse guidance by the hight achieving novice. Guidance management by the experts also differed between the reinforced and counter balanced conditions. The findings argue for a pluridimensional approach to socio-cognitive modes of aquisition.     

中学数学困难生的元认知技能干预效应研究

数学学优生与学困生在元认知技能的前测成绩存在显著性差异，但3个数学困生的实验组的元认知技能前测成绩没有显著差异；经元认知技能的短期训练后，数学学困生在元认知技能方面有显著性的提高，但与学优生的差异仍然显著；3个数困生的干预组的元认知技能后测分数之间没有显著差异．     

中学数学学困生题后反思的元认知技能培训

在教学环境下,如何提高个体的元认知水平,一直是元认知研究领域的焦点课题.通过控制课堂教学,对“题后反思”法的训练效果进行研究是很有必要的,由此得出:(1)数学学优生与学困生在元认知技能方面存在显著性的差异;(2)经题后反思的短期培训后,数学学困生在元认知技能方面有显著性的提高,但是与学优生的差异仍然显著.     

论汉语语境下的话轮沉默

话轮沉默是指在自然会话中,会话一方在结束当前话轮之前已经选定下一会话人,但被选者却保持沉默。该沉默作为当前的话轮而属于被选定的下一会话人。话轮沉默经常出现在日常生活中,汉语语境也不例外。话轮沉默具有语用学特征,它违反了合作原则,又具有信息意向、交际意向和一定的关联性。运用会话含义理论和关联理论解读话轮沉默,对于沉默的整体性、系统性的研究具有开创性的意义。     

Action research: A situated perspective

Rigoberta Menchú has become an icon for the struggles of oppressed peoples for justice and self-determination. For many academics and activists around the world, the accusations of lying made against Ms. Menchú by David Stoll brought into sharp focus the politics of "truthmaking" and the absolutist categories of fact and fiction. In this attempt to discredit Ms. Menchú, and through her, the Mayan experience of genocide by the Guatemalan military and its U.S. sponsors, important questions have been raised about how and when Third World women can speak, the conditions under which they will be heard, and the strategies used to silence them. In this paper, the author draws upon some of the lessons of the Rigoberta Menchú case to examine the politics of truth making in Canada in a recent controversy regarding a speech she made criticizing American foreign policy and urging the women's movement to mobilize against America's War on Terrorism. The highly personalized nature of the attacks on the author by political and media elites sought to accomplish a closing down of public space for informed debate about the realities of U.S. foreign policy and to silence dissent. Repeatedly emphasizing her status as an immigrant outsider, this controversy also contributed to the (ongoing) racialization of people of color as a treacherous "enemy" within the nation's geographical borders, against whom "Canadians" had to be mobilized.     

Group differences in test-taking behaviour: an example from a high-stakes testing program

This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and motivation. The results showed differences between high and low achievers on a number of test-taking strategies, where high achievers reported using successful strategies to a higher extent. There were also gender differences: females, for example, reported using random guessing to a higher extent than males. Further, low achievers, especially females, reported significantly higher levels of test anxiety than high achievers, and high achievers reported slightly higher levels of motivation when compared to low achievers. To conclude, test-taking behaviour might bring additional variance to test scores, whether or not this is irrelevant variance is discussed.     

Achievement,underachievement and cortical activation: a comparative EEG study of adolescents of average and above‐average intelligence

In this study the neural efficiency phenomenon (more efficient brain function in brighter as compared to less intelligent individuals) was investigated regarding differences in intelligence (average vs. above‐average intelligence) and scholastic achievement (achievers vs. underachievers). The cortical activation (assessed by event‐related desynchronisation in the EEG) of 31 male adolescents was measured while performing a verbal and figural version of Posner's letter matching task and two creativity tasks. During the figural Posner task, average intelligent underachievers showed higher frontal activation than similarly intelligent achievers and brighter underachievers, whereas average intelligent achievers showed higher posterior activation. During one creativity task underachievers were frontally less activated than achievers. The results provide first evidence that different achievement levels are also reflected in different levels of cortical activation.     

Socrates,Augustine, and Paul Gauguin on the Reciprocity between Speech and Silence in Education

While most educational practices today place an excessive amount of attention on discourse, this article attaches great importance to the reciprocity between speech and silence by drawing from the writings of Plato's Socrates, Augustine, and Paul Gauguin for whom this reciprocity is of the essence in learning. These three figures teach that we learn to speak, listen, and act in relation with the silence of our thoughts. This article claims that Socrates' dialectic is nothing but inward or silent dialogue, which reappears in or is advanced by Augustine, and which is also shared by Paul Gauguin. Yet its manifestation differs one from the other: in Socrates, it manifests itself as silence of thought; in Augustine, as inner vision or contemplation; and in Gauguin, as creative thought or activity. By neglecting or separating speech from silence, today's educational methods do not prepare students to respond to life's questions; neither do they enable students to infuse their conversation with an appreciation of life's beauty.     

会话中无语的语用功能

文章以会话中的无语为研究对象，重点探讨它在会话互动中的语用功能．借助语料，我们分析了无语在不同语境条件下的四种语用功能：（1）维持面子、缓冲面子受威胁的程度以及伤害面子；（2）迟延；（3）信息短缺；（4）同意或反对。对无语功能的讨论，有助于我们重新认识无语现象，为跨文化交际的成功添砖加瓦。     

A comparison of class‐wide taped problems and cover,copy, and compare for enhancing mathematics fluency

An adapted alternating treatments design was used to compare the effects of class‐wide applications of Taped Problems (TP) and Cover, Copy, and Compare (CCC) procedures designed to enhance subtraction fact fluency in an intact third‐grade classroom. During the TP procedure, a tape provided an auditory prompt (i.e., the problem), followed by a 2‐second delay and then the correct answer. Students attempted to supply the correct answer before the answer was provided by the tape. During the CCC procedure, students would cover a math‐fact family triangle, attempt to write one of two possible problems and answer, write the reciprocal fact and answer, and evaluate their responses. Results show that TP caused greater increases in subtraction fact fluency than CCC or a control condition. Discussion focuses on preventing student math deficits, issues regarding alternating treatments designs, and future directions for research. © 2012 Wiley Periodicals, Inc.     

Achievement motivation and self-reported grade point average

This experiment examined the impact of achievement motivation on the accuracy of self-reported grades. Since subjects high in achievement motivation have a greater need for success than subjects low in achievement motivation, we predicted that they would also be more likely to overestimate the degree of their success than low need achievers. This was tested by comparing the grade point overestimations of high and low need achievers. Although there was a general tendency toward oyerestimation, this tendency, as predicted, was significantly greater for individuals high in achievement motivation. The present study considered the implications of this finding as well as the validity of the self-reported grade point average.     

基于结构化方程模型的学困生认知能力差异研究

认知能力的发展是青少年儿童心理发展中非常重要的一环,本文采用认知能力电子化测查工具对合肥市某中学的七、八年级全体学生进行认知能力水平测试,将学生按照学习成绩划分为学优生和学困生,使用结构化方程模型分别研究认知能力对学困生和学优生学习成绩的影响。研究结果表明:学困生和学优生的认知能力对各科学习成绩的影响机制存在差异,记忆能力对学优生的语文成绩和推理能力产生直接影响,而对学困生不产生影响,并根据研究结果提出合理的建议以帮助提高学困生的学习成绩。     

An Expanded Control Model for the Use of Instructional Feedback

The strengths of the now classic Kulhavy/Stock model of instructional feedback are summarized and various researchers′ suggestions for improvement are incorporated into an expanded model. Data from two computer drill experiments demonstrate that the use of feedback varies systematically between subjects: the highest achieving subjects use feedback as the Kulhavy/Stock model predicts, the intermediate achievers use of feedback is less predictable, and the lowest achievers use feedback in a nearly random manner. These response patterns can be addressed in a feedback processing model which adds higher level goals related to certitude and correct responding. The expanded model has the following characteristics: feedback processing is not automatic, but varies in mindfulness; learner′s individual goals are incorporated; analysis and modeling are conducted on a subject by subject basis; and instructional feedback is understood more in terms of each learner′s control systems and less in terms of a stimulus-response orientation.     

Effects of Spatial Scale on Cognitive Play in Preschool Children

This study examines the effects of a scale-reduced play environment on temporal aspects of play behavior. Specifically, it examines the amount of time required to enter complex forms of play, the length of play segments, and the percentage of total play time spent in complex play under normal environmental conditions (full-size, control) and under scale-reduced environmental conditions (experimental). Eleven subjects (mean age of 4 years 2 months) were observed during unstructured play activity with playdough in a small-n, A-B-A-B design. Subjects served as their own controls and were self-motivated relative to the activity. The play structure (scale-reduced environment) consisted of a screened wooden frame 7' (L) x 5' (W) x 5' (H) over a vinyl floor. Results indicate subjects enter complex forms of play more quickly, engage in play segments of longer duration and tend to spend a slightly greater percentage of their overall play time in complex play under experimental conditions, as hypothesized. This study suggests attention span and information processing may be affected by the scale of the play environment. : -.