RHETORICAL RETICENCE, IF YOU'RE FOR IT I'M AGAINST IT, OR AT LEAST I'LL KEEP MY MOUTH SHUT: OPINION EXPRESSION AND FORMATION IN THE CONTEXT OF POLARIZED GROUPS

The polarization process in the formation and expression ofpublic opinion needs further exploration, especially in threeareas: (1) the reluctance to publicly voice one's own moderateor qualified opinion if that act would benefit a group at oneof the ends of an opinion continuum; (2) the imputation of aclustered set of opinions on a number of issues to those whohold opinions on one specific issue; (3) the formation of one'sopinion on an issue, based on the group identity of those whoare at the extreme of that issue. In (1), opinion formationaround an issue occurs not just on the individually assessedmerits of the issue but also on who are identified as supportersof one side or the other. Thus, those who see ambiguities arereluctant to express reservations about an extreme positionfor fear of giving aid and comfort to those at the other extreme.The perception of the public's opinion becomes distorted andthe issue will become further polarized. In (2), issue clustering,or 'bundling', occurs whenever those who are identified withone opinion are assumed to hold a set of other opinions which,taken together, make them pejoratively different kinds of peoplefrom those who so identify them. In (3), individuals form orexpress opinions about complex subjects based on the positionof groups they identify with rather than by an attempt to becomefamiliar with the issue.     

Age factors in sex differences in open-field activity of rats

Male and female Long-Evans rats were given open-field tests at 30 and/or 120 days of age. At 30 days of age, males and females did not differ in their open-field behavior. At 120 days of age, however, females locomoted more, reared more, and showed less wall-hugging than males, regardless of whether or not the animals had received tests in the open field at 30 days of age. The appearance of sex differences was due to an increase in the scores of the females between 30 and 120 days of age.     

Benefits of Systematic Phonics Instruction

Systematic-phonics instruction appears to be more effective than nonsystematic phonics instruction for teaching reading (Ehri, Nunes, Stahl, & Willows, 2001 Ehri, L. C., Nunes, S. R., Stahl, S. A. and Willows, D. M. 2001. Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panels meta-analysis.. Review of Educational Research, 71: 393–447. [Crossref], [Web of Science ®] , [Google Scholar]). In the present study, a systematic phonics approach was directly compared with a nonsystematic phonics approach for kindergarten children. Both approaches were delivered using computer programs teaching the same Dutch grapheme–phoneme correspondences. Both phonics-trained groups progressed to the same extent on productive letter-sound knowledge compared to the control group. However, on measures of phonemic awareness, spelling, and reading, the systematic phonics group made more progress than the nonsystematic phonics group and the control group.     

Positive experiences as input for reflection by student teachers

In many teacher training courses, reflection upon practice plays a very important role in learning to teach. A number of strategies have been developed to help student teachers learn to reflect. Current reflection strategies often focus on problematic instead of on positive experiences. Ideas from positive psychology and solution‐based therapy have inspired us to question whether problematic experiences should always be taken as starting point for reflection. Instead, teachers might learn even more from reflecting on positive experiences. Thus, the aim of the current study is to compare the outcomes of reflecting on difficult, problematic experiences with those of reflecting on positive experiences. We focused on three outcome areas: (1) the content of teachers’ resolutions after reflecting because decisions need to be productive, (2) their motivation to act on their decision because teachers need to implement their resolutions, and (3) the emotions they have during the process of reflection because emotions are very influential to thinking and learning. In an exploratory study, 16 student biology teachers were asked to reflect on two problematic and two positive teaching experiences and to take notes during the reflection process. Subsequently, these student teachers indicated their motivation for implementing their resolutions and they reported their emotions evoked by the reflection processes. In order to gain insight into results with respect to the three outcome areas, the content of the teachers’ resolutions was categorized, motivation scores were averaged, and emotions were scored and calculated. Our investigation showed that student teachers who reflected on positive experiences made more innovative resolutions, were more highly motivated to implement these resolutions and had more positive feelings compared to when reflecting on problematic experiences. Implications of the findings include the use of reflection methods based on positive experiences for experience‐based learning and for developing adaptive expertise in teacher education. We also present some avenues for further research.     

图书情报学的学术思想与技术方法及其开新

本文对图书情报学已有学术思想与技术方法按外引和内生两类进行梳理,指出“三个世界”理论、“老三论”等是外引思想与方法的典型,而阮冈纳赞图书馆学五定律、布鲁克斯情报学理论、加菲尔德引文分析法则是内生思想与方法的标志。定基极小设定极大展开基本原理,逻辑推论以书—人—用为形式架构、数据—信息—知识为内容架构的图书情报学思想体系,进而提出数据治理、信息优化、知识解析三大研究方向中的十类研究问题,包括:①数字图书馆和数字信息管理;②数字化知识传承和数据驱动学术研究;③关联数据与数据智能;④大数据分析与AI数据分析;⑤网络化信息组织;⑥多维信息检索;⑦智能信息分析;⑧知识表达及处理;⑨知识分析及可视化;⑩学术评价。文章概略揭示对图书情报学研究有启示作用的学术思想与技术方法及其开新。图1。参考文献39。