体育活动作为考试应激的应付方法研究

选择特定的考试应激情境，使用心境状态量表（POMS）和锻炼感觉量表（EFI），通过实验比较的方法，目的为研究体育活动作为应付方法降低考试应激的效果，实验结果表明，参与体育活动能够有效地降低考试后产生的应激反应，改善心境状态；体育活动时心境状态的改善与运动愉快感的产生之间存在显著意义的相关关系。     

文艺理论:世纪之交的回顾与反思——评《文艺学百年》

:《文艺学百年》是一部从学理层面对 2 0世纪的中国文学的发展历程作“全景”式回顾与总体性反思的力作。著作者对中国百年文艺学的“两次转型”进行了大写意式的归纳和总结 ,为新世纪的文艺理论的繁荣和发展提供了宝贵的经验和教训。     

Efficacy and authority of the message sender during emergency evacuations: a mixed methods study

To understand why coastal residents do not always evacuate before storms, a pair of studies analyzed evacuation decision-making among residents of Long Beach, NY and surrounding municipalities on Long Island, NY via a mixed methodology approach. First, residents who lived in Long Beach, NY during ‘Superstorm’ (hurricane turned post-tropical cyclone) Sandy in October 2012 were interviewed about their evacuation decision. Second, 34 pre-storm messages were developed and administered to residents of the same area: faced with a hypothetical oncoming hurricane, respondents indicated after each message whether they would evacuate. In the interviews, residents spoke more about friends and family than traditional authority figures; survey results, however, imply that residents are more likely to evacuate given messages from traditional authority figures. This can be resolved with the Elaboration Likelihood Model of persuasion, which suggests that motivation and emotional state influence information processing. Implications for actual emergency message formation are discussed.     

A study of untrained models for multimodal information retrieval

Operational multimodal information retrieval systems have to deal with increasingly complex document collections and queries that are composed of a large set of textual and non-textual modalities such as ratings, prices, timestamps, geographical coordinates, etc. The resulting combinatorial explosion of modality combinations makes it intractable to treat each modality individually and to obtain suitable training data. As a consequence, instead of finding and training new models for each individual modality or combination of modalities, it is crucial to establish unified models, and fuse their outputs in a robust way. Since the most popular weighting schemes for textual retrieval have in the past generalized well to many retrieval tasks, we demonstrate how they can be adapted to be used with non-textual modalities, which is a first step towards finding such a unified model. We demonstrate that the popular weighting scheme BM25 is suitable to be used for multimodal IR systems and analyze the underlying assumptions of the BM25 formula with respect to merging modalities under the so-called raw-score merging hypothesis, which requires no training. We establish a multimodal baseline for two multimodal test collections, show how modalities differ with respect to their contribution to relevance and the difficulty of treating modalities with overlapping information. Our experiments demonstrate that our multimodal baseline with no training achieves a significantly higher retrieval effectiveness than using just the textual modality for the social book search 2016 collection and lies in the range of a trained multimodal approach using the optimal linear combination of the modality scores.     

A Comparison of Elementary,Secondary and Student Teachers' Perceptions and Practices Related to History of Science Instruction

Snow (1959) has long argued the gap between `two cultures' – those of the scientific world and those who are engaged inhumanities professions. Thesetwo cultures apparently are still segregated due to the lack of understanding, and often result in misrepresentations of each other. As science becomes increasingly more specialized and fragmented, the history of science has been proposedas a science instructional approach to provide students a broadening and unifying experience. The historical approach in science learning allows students to analyze historical methods and apply them to current science practice. Ninety-six teachers were surveyed to assess their perceptions related to the instructional role of the history of science and to describe instructional practices that they use to integrate the history of science in their science curriculum.