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81.
Life was such a misery, he thought... a pain, a suffering, an agony. He wished he would die... somehow.... miraculously. He wondered if he should jump from a window and fall with a massive thud onto the concrete below, his blood spattering over the grey-white, leaving behind a momentary work of 相似文献
82.
Instructional Science - This paper describes an approach to the problem of how particular pre-existing systems of cognitive structures in individuals could be brought to bear on the design and... 相似文献
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In the theoretical context of compensatory processing, the research studied the syntactic, semantic and grapho-phonic miscues made by groups of first year Junior school pupils of high, average and low reading attainments. 60 children aged between 7.5 and 8.5 years of age were asked to read aloud passages from the Neale Analysis of Reading Ability. All miscues were recorded and scored. Analyses of variance were then performed on these scores at two levels of text complexity. Reading attainment and sex were used as independent variables to test specified hypotheses related to miscue quality. The high reading attainment group typically made better quality syntactic, semantic and grapho-phonic miscues at the lower level of text complexity. Passage complexity affected the ability of some children to make effective use of syntactic and semantic cues. As text complexity increased, the miscue quality of high and above average reading attainment groups deteriorated. Higher scores on a word recognition reading test were significantly related to effective use of grapho-phonic miscues, but not to the use of syntactic and semantic cues, in reading material from more demanding texts. Limitations in the methodology used and suggestions for future work are discussed. 相似文献
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This paper presents results of a National Science Foundation sponsored study to examine the financing of the leading 100 research universities. The study examines the changing dependence of these institutions on the federal government for overall financial support, the shifts in the concentration of federal funding to and within higher education, and the various programmatic and resource characteristics of these leading research institutions. The study covers five fiscal periods, 1975 through 1979.Presented at the Twenty First Annual Forum of The Association for Institutional Research, Minneapolis, May 1981. 相似文献
88.
Henry Tobin A. W. Logue John J. Chelonis Kimberly T. Ackerman Jack G. May 《Learning & behavior》1996,24(2):168-174
Two experiments tested two cynomolgus monkeys’ self-control—choice of a longer, more delayed reinforcer over a shorter, less delayed reinforcer. In Experiment 1, subjects exhibited significant selfcontrol in a procedure in which reinforcer amounts and delays were held constant throughout a condition. In Experiment 2, subjects exhibited significantly greater sensitivity to variation in reinforcer amount than to variation in reinforcer delay in a procedure in which the reinforcer delay associated with the self-control alternative was adjusted until each macaque was indifferent between the two alternatives. Both experiments indicated that, in laboratory paradigms in which humans show self-control and pigeons and rats show impulsiveness, macaques show self-control. These results are inconsistent with the hypothesis that species differences in self-control are a function of language ability or of specific types of prior training. The results are consistent with the hypothesis that species differences in self-control are related to the ratio of brain size to body weight (a possible indicator of general cognitive ability) or to shared phylogeny. 相似文献
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Jack Priestley 《Interchange》2005,36(1-2):215-230
This paper is concerned with the process of religious thinking as a linguistic form of investigating the world of values, which stands in contrast to theology and religious studies. It hinges around Wittgenstein’s comment, “I am not a religious man but I cannot help but see every question from a religious point of view.” It argues that scientific modes of thought are now so dominant that values education of all types are distorted as science itself was once distorted in an age when theological language held sway. The result today is the worrying growth of what is usually termed fundamentalism or literalism. The paper introduces the thinking on this issue from the curriculum theories of the Danish thinker Søren Kierkegaard, which have been ignored for nearly two centuries, before examining the work of a modern scholar, Christopher Arthur. Finally Whitehead’s insights arising from his later works are brought into play to conclude the argument. 相似文献