A critical review of elaboration theory

In this article the authors examine elaboration theory (ET), a model for sequencing and organizing courses which was developed by Charles Reigeluth and associates in the late 1970s. The purpose of the article is to offer a critique of ET based on recent cognitive research and to offer suggestions for updating the model to reflect new knowledge.Commentary by Charles Reigeluth follows this article.     

浅谈英语口语学习的情感障碍

情感因素对第二语言学习具有极其重要的影响.在听、说、读、写四项技能中,"说"受情感的影响最大.作者认为积极的情感因素可以促进口语的学习过程,提高学习者的学习效果,消极的情感因素则会对口语的学习产生障碍,影响学习者学习潜力的发挥.本文探讨了消极的情感因素,如焦虑,低自尊心,紧张的课堂气氛等对口语学习产生的障碍.在此基础上作者提出了一些相关性的建议.     

Located in the thin of it: Young children’s use of thin moral concepts

One important socio-cultural medium through which young children’s moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children’s use of basic (‘thin’) evaluative concepts (good, bad, right and wrong), which are ubiquitous in everyday discourse and serve as a potential bridge from the non-moral to the moral domain. We investigated 14 2–5-year-old children’s (and their parents’) use of thin evaluative concepts and found that while they frequently used good and bad to morally evaluate other people’s and their own psychological/dispositional states and behaviors—as well as, less frequently, to highlight relevant standards, expectations and rules—they did not use right and wrong. In contrast, a sample of US written and spoken public conversation revealed that adults did. Reasons for this are discussed, along with the frequency of different types of moral evaluations, differences between children and their parents, and age-related trends.     

默顿对科学社会学的贡献

这篇文章是关于默顿及其科学社会学工作的回忆与评论.作者自1960年起先后作过默顿的学生、助手和同事,前后达15年之久,可以说对默顿非常熟悉.文中主要讨论了默顿关于清教与科学的博士论文、关于科学规范的论述、以及关于"马太效应"的文章.作者评论道,默顿一方面未能赋予其清教论题以更一般化的陈述,另一方面又未能对经验资料给予足够的关注,从而导致人们怀疑其马太效应理论的正确性.     

Positioning Whitehead as a Means to Enhance Social Justice in Education

This paper attends to a theoretical overview in process philosophy and empirical data, with the intent of providing a way forward for social justice in education. The introduction of Whitehead into the role of an educationalist questions what social justice means and how to enact it through pedagogy. The focus of thought about social justice in education is removed from a human-only activity and repositioned as a global concern that builds upon the work of the new materialisms and post humanism. In times of environmental crisis, the use of Whitehead is a means to enhance the personal, social and global aspects of educational provision, whilst retaining a focus and call to action with respect to nature and everything non-human. Whitehead was resolute that he could avoid human-nature bifurcation, and his construction of ‘process metaphysics’ was to resolve the issues created by knowledge potentially becoming abstracted and devoid of nature, process and/or context. This piece puts Whitehead to work for social justice issues, such as those caused by the injustices of and in contemporary capitalism, whilst recognizing this work must simultaneously attend to environmental and planetary concerns.     

The association of perceived communication apprehension,shyness, and verbal aggression with perceptions of source credibility and affect in organizational and interpersonal contexts

This is a report of two studies that examined the association of receivers' perceptions of sources' levels of several communication traits (shyness, communication apprehension, verbal aggressiveness) with the receivers' reported levels of affect for the source (general affect and/or liking) and the receivers' perceptions of the sources' credibility (competence, trustworthiness, goodwill). Study 1 examined employees’ perceptions of their supervisor's communication trait behaviors in the organizational context, while Study 2 examined the students' perceptions of their roommate's communication trait behaviors in an interpersonal context. As predicted on the basis of previous theory and research, both perceived communication apprehension and perceived verbal aggressiveness of the source were found to be substantially negatively correlated with credibility and affect and/or liking reported by the receiver. Contrary to our hypothesis, perceived behavioral shyness was not meaningfully associated with either credibility or affect. It is concluded that these results provide important information for distinguishing between the theoretical constructs of shyness and communication apprehension and theory in this area in general.     

歌唱呼吸与情感的联系

自16世纪美声唱法诞生以来，诸多声乐教育家认为：歌唱的动力是呼吸。“谁懂得了呼吸，谁就掌握了歌唱。”由此可见，呼吸在声乐演唱中的重要性。而歌唱发声的技巧是为歌唱的内容服务的，歌唱蕴藏着丰富的情感要素。但如何借助作品本身的情感因素合理地运用具体恰当的呼吸演唱好作品，充分体现作品的情感，使听众产生情感上的共鸣是声乐教学与演唱的目的之一。