Psychological processes behind the comprehension of a poetic text

In addition to the psychological operations which are typical of the reading processes of most regular texts, such as recall of memory schemes, developing hypotheses and tests of relevance, I suggest that in the reading of poetic texts there would be at least two additional kinds of processes; namely the process by which the reader discovers analogies, and compares them, and the process of drawing conclusions from this comparison. The predisposition of a poetry reader is characterized by (a) the tendency to process a maximum of information from memory schemes that are evoked during reading; and (b) the reader's readiness to process information expressed similarly to metaphors. That is, to process pieces of information whose meanings would not be considered consistent if taken literally.     

品牌翻译中数字文化负载词的跨文化比较

品牌翻译作为一种跨文化交际行为 ,不仅涉及到品牌的语义层面 ,更关系到品牌的文化层面。数字词是负载文化的一种特殊形式 ,具有丰富且细微的文化内涵 ,容易导致不同文化语境中的消费者对品牌的英汉语际翻译的解读产生偏差。从跨文化比较角度 ,对数字语义层面所蕴含的文化信息进行历时与共时分析 ,凸现品牌翻译的跨文化交际功能     

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so‐called “key” schools) in a metropolitan city in southern China. The constructs measured in the personal domain were resilience, hope, creativity, and curiosity. The constructs measured in the domain of parent support were parent trust, parent communication, and parent alienation. The constructs measured in the peer support domain were peer trust, peer communication, and peer alienation. Three nested regression models showed that the personal constructs (hope, creativity, and curiosity) were all related to the resilience of the academically gifted students. Parent support variables did not exhibit predictive effects over and above that of the personal constructs, but peer support variables did show additional predictive effects over and beyond personal variables and parent support variables. Explanations and implications were discussed for the findings, and some limitations of the study were also discussed.     

Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning

This paper describes two metacognitive tools, concept mapping and Vee diagramming, and reports on research utilizing these tools from grades one through university instruction. The psychological and epistemological foundations underlying these tools is presented briefly. The issues of the dominantly rote-mode nature of much school learning and the resistance of studients (and teachers) to move to meaningful learning strategies fostered by concept mapping and Vee diagramming are discussed. The data available to date from a variety of qualitative and quantitative research studies strongly support the value of these metacognitive tools both for cognitive and affective gains.     

Comments from the Editor: The End of Teacher Evaluation?

Commentary

Comments from the Editor: The End of Teacher Evaluation?     

On the Relation between Social Information Processing and Socially Competent Behavior in Early School-Aged Children

This article tested the hypotheses that (1) children's behavioral competence is a function of patterns of social information processing; (2) processing correlates of behavior occur at each of 5 steps of processing within each of 3 social situations; (3) measures at each step uniquely increment each other in predicting behavior; (4) the relation between processing and behavior is stronger within than across domains; and (5) processing patterns are more sophisticated among older than younger children and the processing-behavior relation is stronger among older than younger children. Videorecorded stimuli were used to assess processing patterns (encoding, interpretational errors and bias, response generation, response evaluation, and enactment skill) in 3 domains (peer group entry, response to provocation, and response to authority directive) in 259 first-, second-, and third-grade boys and girls (ages 6–9 years). Ratings of behavioral competence in each domain were made by peers and teachers. Findings generally supported hypotheses, with the magnitude of relations being modest.     

Who are we and where are we going?

The first part of this paper introduces a method for identifying the major patterns or trends of an institution. This method rests upon the identification of concrete decisions which are perceived as highly significant by individuals representing various segments of an institution. In the second part of the paper the method is applied to a recently established graduate school and research and development center. Five major institutional patterns which have characterized the development of this institution are identified and discussed: 1) democratization, 2) centralization of decision-making over research and development funds, 3) legitimation of development and implementation activities, 4) growth, and 5) entrenchment.Finally, the relevance of the findings is discussed in reference to all institutions of higher education; institutions which are faced with demands for broader participation on the one hand and increasing accountability on the other.The study upon which this paper is based was funded by the Research and Development Review Board, The Ontario Institute for Studies in Education. Thanks are also due to Professors John Holland and Michael Skolnik for many valuable suggestions.