Phonology constrains the internal orthographic representation

Four experiments explored the composition and stability of internalorthographic representations of printed words. In three experiments,subjects were presented on successive occasions with words that wereconsistently spelled correctly or were consistently misspelled. On thesecond presentation, subjects were more likely to judge both kinds ofwords as correctly spelled than on the first presentation, suggesting thattheir preexperimental orthographic representations had been altered tomatch what they had seen on the first presentation. However, onlymisspellings that were consistent with the correct phonology wereaccepted; spellings that altered the phonology were rarely accepted,suggesting that some parts of the orthographic representation are lessstable than others. Also, subjects' reliance on orthographic vs.phonological memory when judging a word's spelling was affected by thekinds of other misspellings in the list. Lists that contained somephonologically implausible spellings for real words (e.g., *assostance)induced subjects to rely more on phonological plausibility when judgingthe correctness of other words in the list and less on orthographic memory.An individual grapheme in an internal orthographic representation wasunstable when there were many phonologically acceptable alternatives forit. The results are contrary to the view that the strength of an internalrepresentation is uniform across all its graphemes and is a function only ofvisual experience with the printed form. Results were interpreted in thecontext of a theory that considers spelling knowledge to be a by-productof the reading process, a process that involves phonological analysis.     

浅析林业法律规则的分类

根据不同的标准,林业法律规则可以进行不同的分类。按照林业法律规则在法律调整中的不同作用,可以把林业法律规则分为调整性规则和保护性规则。按照林业法律规则是否允许林业关系参与者进行自主调整,可以把林业法律规则分为强行性规则和任意性规则。按照林业法律规则内容确定性程度的不同,可以把林业法律规则分为确定性规则和相对确定性规则。按照规则所调整的关系是否发生于该规则产生之前,可以把林业法律规则分为确认性规则和构成性规则。     

主体间性德育观下的高校学生宿舍文化建设

随着高等教育改革的不断深入,高校学生宿舍文化建设日益成为人们关注的焦点。主体间性德育观是一种关系思维下的道德教育观,当前高校学生宿舍文化建设存在着缺乏长期性和系统性,缺乏个性和独创性以及缺乏针对性和有效性等问题,表现为重管理轻教育。在主体间性德育观下,可从树立以人为本思想,催生宿舍文化的人性化;培养师生平等观念,营造民主和谐教育氛围;优化宿舍文化活动,不断提高宿舍文化品位;加强管理队伍建设,促进宿舍文化蓬勃发展等方面来加强高校学生宿舍文化建设。     

Exploring learner acceptance of the use of virtual reality in medical education: a case study of desktop and projection-based display systems

Advanced technologies have been widely applied in medical education, including human-patient simulators, immersive virtual reality Cave Automatic Virtual Environment systems, and video conferencing. Evaluating learner acceptance of such virtual reality (VR) learning environments is a critical issue for ensuring that such technologies are used to greatest effect. This research describes the use of high performance real-time interactive software (VR4MAX) to build a prototype 3D VR learning system. A questionnaire survey was distributed to 167 university students to investigate learner attitudes toward learning via VR applications. Experimental results show that immersion and imagination features of VR-mediated course contents have a positive impact on perceived usefulness, and can also predict perceived ease of use, both of which contributors to behavioral intention of learners to use VR learning systems. Overall, this research validates the relationship between three features of VR and learners' behavioral intention to use VR learning. The results could prove helpful in guiding future research related to VR learning.     

卵泡生长发育的动态模式及其调控的研究进展

本文讨论了卵泡生长发育的动态模式，包括吸收、选择、优势化、退化或者排卵；并对在卵泡发生期间的调控和激素的作用机理也进行了综述。     

导师人格魅力:研究生教育不可或缺的因素

导师人格魅力是研究生教育不可或缺的因素.笔者阐述了导师人格魅力的内涵和构成.分析了导师人格魅力在研究生教育中的作用,提出了导师人格魅力培养和塑造的有效途径.     

Negotiating uncertain economic times: Youth employment strategies in England

Higher education is commonly understood as the gateway to better, higher‐paying jobs. This paper draws on longitudinal survey and interview data to explore how different groups of young people, those who left school at 18 and those graduating from higher education, negotiated pathways into employment or otherwise during the recent economic recessionary climate in England. While a mix of employment and unemployment featured in both groups, with temporary and unstable contracts more common than skilled and secure jobs, our evidence reveals that those with degrees were less likely to be in work at the ages of 22 to 23 than those who left school to enter employment at 18. In some contradistinction to popular discourses on the employability benefits of higher education therefore, entering paid work at 18 was a more effective strategy for being in employment five years later than proceeding into higher education.