Acquiring Color Names via Linguistic Contrast: The Influence of Contrasting Terms

Linguistic contrast of the form "It's not X; it's Y" is often used by adults to correct children's naming errors. The present studies examined whether such linguistic contrast could help preschoolers learn a novel color name. In Experiment 1, a novel color term was contrasted only once with 1 or 2 familiar color names. Contrasting a new color term with children's own label for the stimulus color helped 5-year-olds learn the new term, but contrasting the new term with randomly chosen familiar color terms did not. For 4-year-olds, neither kind of contrast helped much. Experiments 2 and 3 showed that when the contrastive information was presented more than once, even 3- and 4-year-olds performed much like the 5-year-olds in Experiment 1. Together, these findings suggest that contrasting a new term with a child's own term facilitates the acquisition of the new term, perhaps because it gives the child specific information about how two terms are related in meaning.     

The Principle of Mutual Exclusivity in Word Learning: To Honor or Not to Honor?

According to Markman and Wachtel, children assume that nouns pick out mutually exclusive object categories, and so each object should have only one category label. While this assumption can be useful in word learning, it is not entirely reliable. Therefore, children need to learn when to and when not to make this assumption. 6 studies examined whether knowledge about hierarchical organization of categories and about cross-language equivalents for object labels can help children limit their use of this assumption appropriately. These studies revealed that adults as well as children resisted assigning 2 novel names to the same object in some situations. By age 4, children also seemed to know enough about categorization to accept 2 names for an object if the names picked out categories from different levels of a hierarchy (e.g., animal and lemur) but not if they picked out categories from the same level (e.g., lemur and seal). Moreover, monolingual as well as bilingual children seemed to know enough about languages to accept 2 names for the same object if the names clearly came from different languages. Together, these findings suggest that even preschool children can make use of knowledge about language and categorization to fine tune the mutual exclusivity assumption in order to use it effectively in word learning.     

Reading comprehension,working memory and higher-level language skills in children with SLI and/or dyslexia

This study examined (1) whether working memory and higher-level languages skills—inferencing and comprehension monitoring—accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language impairment (SLI) or dyslexia showed deficits in these skills. Eighty-two Cantonese Chinese-speaking children between the age of 7; 8–9; 5 were assessed. Regression analyses on the full sample offered support for the first question. The children were also classified into four groups: Typically-developing (TD; N = 34), specific language impairment-only (SLI-only; N = 18), SLI-dyslexia comorbid (SLI-D; N = 22) and dyslexia-only (D-only; N = 8). Pair-wise comparisons focusing on the second question revealed that both the SLI-only and the D-only group performed worse than the TD group in reading comprehension after controlling for age and nonverbal intelligence. The SLI-only and the D-only group showed a different profile of deficits: only the SLI-only group performed worse than the TD group in working memory, comprehension monitoring, and inferencing. The SLI-D comorbid group did worse than the SLI-only, but not the D-only group, in reading comprehension. The SLI-D comorbid group did not do worse than either single diagnosis group in the higher-level language skills associated with reading comprehension. These findings suggested adopting different intervention approaches for reading comprehension difficulties in children with SLI versus children with dyslexia.     

Steering a Future Through Scenarios: Into the Academic Library of the Future

Scenario planning as a strategic tool for future planning was explored. The case study showed how the Hong Kong Polytechnic University Library applied the process to draw up its preferred future, and illustrated the importance of involving all stakeholders in every stage for the shared future to be acceptable to all.     

Microstructured multi-well plate for three-dimensional packed cell seeding and hepatocyte cell culture

In this article, we present a microstructured multi-well plate for enabling three-dimensional (3D) high density seeding and culture of cells through the use of a standard laboratory centrifuge to promote and maintain 3D tissue-like cellular morphology and cell-specific functionality in vitro without the addition of animal derived or synthetic matrices or coagulants. Each well has microfeatures on the bottom that are comprised of a series of ditches/open microchannels. The dimensions of the microchannels promote and maintain 3D tissue-like cellular morphology and cell-specific functionality in vitro. After cell seeding with a standard pipette, the microstructured multi-well plates were centrifuged to tightly pack cells inside the ditches in order to enhance cell-cell interactions and induce formation of 3D cellular structures during cell culture. Cell-cell interactions were optimized based on cell packing by considering dimensions of the ditches/open microchannels, orientation of the microstructured multi-well plate during centrifugation, cell seeding density, and the centrifugal force and time. With the optimized cell packing conditions, we demonstrated that after 7 days of cell culture, primary human hepatocytes adhered tightly together to form cord-like structures that resembled 3D tissue-like cellular architecture. Importantly, cell membrane polarity was restored without the addition of animal derived or synthetic matrices or coagulants.     

批判教育学中的政治、理论与现实(上)

编者按:究竟如何理解英美的批判教育学思潮,尤其是近年来其阵营内部存在纷纷攘攘、似大有碎片化的趋势,本刊特约请当代批判教育学的代表人物之一,世界知名学者、教育思想家阿普尔教授,加州州立大学助理教授韦恩·欧,对批判教育学的历史、目前内部不同取向间的分歧,以及在当代保守主义复兴语境中所面临的挑战和应对策略,予以全面的梳理和分析.批判教育学对于中国教育学界并不陌生,但是,对于它的历史缘起、理论全貌和时代境遇,我们少有系统和整体的关注,本文对于我们的价值不仅在于可略补此憾,更重要的是,它会启发我们反思,在中国时下教育改革的潮流中,我们的教育政治、文化和经济内涵是什么?教育在社会的现实变革、社会的发展远景中究竟应该扮演什么角色?因本文篇幅较长,分上篇、下篇两次刊发,敬请读者谅解.     

Hydrogel discs for digital microfluidics

Hydrogels are networks of hydrophilic polymer chains that are swollen with water, and they are useful for a wide range of applications because they provide stable niches for immobilizing proteins and cells. We report here the marriage of hydrogels with digital microfluidic devices. Until recently, digital microfluidics, a fluid handling technique in which discrete droplets are manipulated electromechanically on the surface of an array of electrodes, has been used only for homogeneous systems involving liquid reagents. Here, we demonstrate for the first time that the cylindrical hydrogel discs can be incorporated into digital microfluidic systems and that these discs can be systematically addressed by droplets of reagents. Droplet movement is observed to be unimpeded by interaction with the gel discs, and gel discs remain stationary when droplets pass through them. Analyte transport into gel discs is observed to be identical to diffusion in cases in which droplets are incubated with gels passively, but transport is enhanced when droplets are continually actuated through the gels. The system is useful for generating integrated enzymatic microreactors and for three-dimensional cell culture. This paper demonstrates a new combination of techniques for lab-on-a-chip systems which we propose will be useful for a wide range of applications.     

Does maximalist footwear lower impact loading during level ground and downhill running?

A new model of running shoes which features an extreme cushioning and an oversized midsole, known as the maximalist (MAX) was launched. This design claims to provide excellent shock absorption, particularly during downhill running. This study sought to assess the effects of MAX on the external impact loading, footstrike pattern, and stride length during level ground and downhill running on an instrumented treadmill. Twenty-seven distance runners completed four 5-minute running trials in the two footwear conditions (MAX and traditional running shoes (TRS)) on a level surface (0%) and downhill (10%-declination). Average and instantaneous loading rates (ILRs), footstrike pattern and stride length were measured during the last minute of each running trial. A 12% greater ILR was observed in downhill running with MAX (p?=?.045; Cohen’s d?=?0.44) as compared to TRS. No significant difference was found in the loading rates (p?>?.589) and stride length (p?=?.924) when running on a level surface. Majority of runners maintained the same footstrike pattern in both footwear conditions. Findings of this study suggested that MAX might not reduce the external impact loading in runners during level and downhill treadmill running. Instead, this type of footwear may conceivably increase the external impact loading during downhill treadmill running.     

Explaining student and home variance of Chinese reading achievement of the PIRLS 2011 Hong Kong

Hong Kong attained the top place in the Progress in International Reading Literacy Study (PIRLS) 2011, an international study of reading achievement, which arouses keen interest in understanding the reasons behind this remarkable achievement. Although factors associated with reading achievement in English have been widely studied, similar studies using Chinese as a different language system are limited. The present study proposes and tests a hypothetical model that attempts to explain the variance of reading achievement of Hong Kong pupils in the PIRLS 2011 study, focusing on parental and student factors. Data of 3,875 fourth graders from 132 primary schools and their parents or caregivers (n = 3,682) are involved in the analysis. Structural equation modeling supports the hypothesized model as tenable explaining 34% of the variance of reading achievement. Parental background acts as the fundamental factor that exerts an indirect effect on reading motivation, reading self‐efficacy, and reading achievement of students via books at home and early reading abilities. Reading motivation and reading self‐efficacy are found to be significant in influencing reading achievement. Implications for educational practices and future research are discussed.     

Devising inequality: a Bernsteinian analysis of high‐stakes testing and social reproduction in education

High‐stakes, standardized testing has become the central tool for educational reform and regulation in many industrialized nations in the world, and it has been implemented with particular intensity in the United States and the United Kingdom. Drawing on research on high‐stakes testing and its effect on classroom practice and pedagogic discourse in the United States, the present paper applies Bernstein’s concept of the pedagogic device to explain how high‐stakes tests operate as a relay in the reproduction of dominant social relations in education. This analysis finds that high‐stakes tests, through the structuring of knowledge, actively select and regulate student identities, and thus contribute to the selection and regulation of students’ educational success.