A Social-Cognitive Framework for Pedagogical Agents as Learning Companions

Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions (PALs)—animated digital characters functioning to simulate human-peer-like interaction—might provide an opportunity to simulate such social interaction in computer-based learning. In this article we ground the instructional potential of PALs in several social-cognitive theories, including distributed cognition, social interaction, and Bandura’s social-cognitive theory. We discuss how specific concepts of the theories might support various instructional functions of PALs, acknowledging concepts that PALs cannot address. Based on the theoretical perspectives, we suggest key constituents for designing PALs that in human-peer interactions have proven significant. Finally, we review the current status of PAL research with respect to these constituents and suggest where further empirical research is necessary.     

短葶山麦冬种群分类问题的探讨

The presence of stolons is taxonomically significant in the genus Liriope Linn. However, probably due to a lapse of attention, F. T. Wang and T. Tang failed to re- cognize Ophiopogon muscari Decne., type of Liriope muscari (Decne.) Bailey, a non- stoloniferous taxon, and erroneously referred it as a synonym to the stoloniferous L. spicata Lour.  At the same time, however, they described another  non-stoloniferous species-L. platyphylla Wang et Tang (L. muscari Bailey) as new.      What, then, is the difference between L. platyphylla Wang et Tang and L. mus- cari (Decne.) Bailey?  A comparison of the type photo of Ophiopogon muscari Decne. with specimens of L. platyphylla Wang et Tang shows that the two forms are much alike, but the latter has longer scapes usually overtopping the foliage, as well as longer spikes and broader leaves. L. H. Bailey must had combined the two forms into one species. Furthermore. there are another two non-stoloniferous forms, both having scapes shorter than their foliage, but differing from L. muscari (Decne.)  Bailey in their much nar- rower leaves.  One of them has very short leaves and looks like L. minor Makino.       Finally, what are the correlations among the above four forms? By using methods of quantitative analysis, such as pictorialized scatter diagram and histogram, on her- barium material, it has been found that the L. muscari complex can be separated into two parts: 1) muscari (M), and 2) platyphylla (P).  But since these two parts dis- play a continuous variation pattern as a whole, it seems advisable to treat both as varie- ties of the same species, i. e., L. muscari (Decne.) Bailey var. muscari, and L. muscari var. communis (Maxim.) Hsu et L. C. Li. (Ophiopogon spicatus Ker-Cawl. var. com- munis Maxim.) As to the other two narrow-leaved forms, they can hardly be regarded as sufficient for two distinct infraspecific units, for they are found to be inseparablefrom each other as well as from muscari.     

关于喙果藤的归属问题

 According to Wang and Xie, their recently  published  genus  Trirostellum  is distinguished from its allied genera by a number of characteristics: (1) the stamens with their filaments coherent into a central column; (2) the female flowers possessing rudimentary stamens; (3) the ovary 3-celled, with one ovule in each cell; (4) the fruits dehiscent, 3-rostrated at the apex; (5) the fruits possessing persistent perianth; (6) the seeds tuberculate and winged.  However, upon a careful comparison of Trirostell- um yixingensis Z.P. Wang et Q. Z. Xie, the type species of Trirostellum with Gyno- stemma pentaphyllum (Thunb.) Mak., the type species of Gynostemma Bl.  and some other species of Gynostemma as well,we have found that the representatives of the above two genera are identical in most of the important diagnostic characteristics ex- cept that the fruits of the former genus are dehiscent with three long beaks at  the apex, while the fruits of the latter genus are indehiscent  with  very  short  beaks. Besides, results obtained from chromosome counting haove  shown that the somatic chromosome number of Trirostellum yixingensis is 2n=22, while that of Gynostemma pentaphyllum is 2n=28.Yet these morphological and chromosomal differences seem not sufficient for generic demarcation.  We, therefore, suggest that Trirostellum bereduced to a sectional or subgeneric rank of Gynostemma Bl.     

我国八种特有植物的染色体观察

 A report of chromosome numbers for eight species endemic to China is made in the paper, including first counts for 4 genera and 4 species and first karyoty- pic analyses of two species. Sinojohnstonia chekiangensis (Migo) W. T. Wang (Boraginaceae) 2n=24*; Coptis chinenis Franch (Ranunculaceae) 2n=18**; Dichocarpum dalzielii (Drumm. et Hutch.) W. T. Wang et Hsiao (Ranunculaceae)      2n=24*;      Eomecon chionantha Hance (Papaveraceae) 2n=18;      Camptotheca acuminata Dcne.  (Nyssaceae) 2n=44;       Calycanthus chinensis Cheng et S. Y. Chang (Calycanthaceae) 2n=22**;      Eucommia ulmoides Oliv. (Eucommiaceae) n=17;      Pinellia pedatisecta Schott (Araceae) 2n=26;      The previous reports of chromosome numbers of the same groups are compared with our own (See Table 1). The vouchers for the present study are preserved in the Herba- rium of Futan University.     

Implementing community-based comprehensive sexuality education with high-risk youth in a conservative environment: lessons learned

Although comprehensive sexuality education programmes have the potential to improve the sexual health and well-being of young people, many socially conservative rural states in the USA have laws and policies restricting school-based comprehensive sexuality education and supporting abstinence-only education. This paper describes the process of building a community-university partnership to implement a community-based comprehensive sexuality education peer education programme for high-risk young people and presents preliminary findings from a longitudinal evaluation. Through purposive recruitment, the sample included 386 young people (mean age) who were more diverse than the local community. Important university-community partnership components included (1) establishing local connections and legitimacy, (2) adapting and tailoring programmes to meet community context, (3) sustainability planning, and (4) flexibility, persistence, and patience. Building community trust and capitalising on the mutual benefits of community-university partnerships are effective methods of building community sexuality education programming in a conservative environment. Tailoring evidence-based approaches to comprehensive sexuality education in a politically restrictive environment shows promise in improving the sexual and reproductive health of young people.     

Relationship between language proficiency and growth during reading interventions

Many English language learners (ELLs) experience difficulties with basic English reading due in part to low language proficiency. The authors examined the relationship between English language proficiency and growth during reading interventions for ELLs. A total of 201 second- and third-grade students with a variety of home languages participated. The students were identified as needing a targeted intervention, because scores on the fall oral reading fluency screening measure fell below the benchmark criterion. Thus, all participating students received reading interventions approximately four times each week throughout the school year. Results indicated that those students identified in the lowest English proficiency stage on the Assessing Comprehension and Communication in English State-to-State (ACCESS) made the highest growth as indicated in the spring benchmark assessment, and the ACCESS score added negligible variance beyond baseline reading skills. Implications for practice and research are discussed.     

Writing to learn in science: Effects on Grade 4 students' understanding of balance

In this study, we randomly assigned 69 Grade 4 students to a writing-to-learn treatment (n = 23), comparison (n = 23), or no-treatment control (n = 23). Treatment and comparison students completed a science experiment involving balance. During the experiment, treatment students wrote four short responses and an extended response to document their learning. To control for writing time, comparison students wrote four short responses and an extended response about topics other than balance. On a 20-item balance knowledge posttest, control outperformed treatment (d = 0.89) and comparison (d = 1.05) on the lowest level balance questions (Level 1). At the highest level questions, Levels 3 and 4, treatment (ds = 1.42 and 0.94) and comparison (ds = 1.62 and 1.37) outperformed control. There were no significant differences in total words written or level of balance understanding on a posttest written response. The performance of individual responders to treatment is also discussed.     

Fostering critical and reflective thinking in an authentic learning situation

This article describes a research study in which 10 early childhood education students participated in facilitated critical reflection experiences during a 7-week practicum. Students’ critical thinking skills were quantitatively assessed using the Cornell Critical Thinking Test and qualitatively documented through analysis of daily, weekly, and summative reflections. While quantitative results showed no significant changes in measurable critical thinking skills, students’ levels of critical reflection increased when they were provided with regular guidance and appropriate tools. Students were able to demonstrate critical reflection through group discussions and written reflections while engaged in a process consisting of fading levels of structure, thought provoking questions, and meaningful experiences in environments that challenged their preconceived notions and typical practices.     

Implementing self‐management within a group counseling context: Effects on academic enabling behaviors

Self‐management interventions have been adapted to serve as targeted interventions to increase academic enabling behaviors in groups of students. However, a trade‐off exists between adapting these interventions to feasibly fit group contexts and maintaining theoretical intervention components. This study examines the use of self‐management within fourteen 40‐minute group counseling sessions delivered by school psychology personnel to increase the academic enabling behaviors of three middle school students as rated by their teachers. Results of a multiple baseline design across students revealed slight to moderate improvements in academic enabling behaviors for two of the three students. Furthermore, usability results suggested that students found the intervention to be generally acceptable, understandable, and feasible. Implications for both future research and applied practice are discussed.     

Psychological Maladjustment and Academic Achievement: A Cross-Cultural Study of Japanese, Chinese, and American High School Students

American, 1,633 Chinese, and 1,247 Japanese eleventh-grade students, 5 indices of maladjustment included measures of stress, depressed mood, academic anxiety, aggression, and somatic complaints. Asian students reported higher levels of parental expectation and lower levels of parental satisfaction concerning academic achievement than their American peers. Nevertheless, Japanese students reported less stress, depressed mood, aggression, academic anxiety, and fewer somatic complaints than did American students. Chinese students reported less stress, academic anxiety, and aggressive feelings than their American counterparts, but did report higher frequencies of depressed mood and somatic complaints. High academic achievement as assessed by a test of mathematics was generally not associated with psychological maladjustment. The only exception was in the United States, where high achievers indicated more frequent feelings of stress than did low achievers.