Students' comprehension of science textbooks using a question‐based reading strategy

Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first‐year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension questioning strategy with origins in clinical research based in elaboration interrogation theory, which outlines how to encourage readers to recall relevant background knowledge while reading text materials. The theory suggests that the strategy increases the likelihood that readers will integrate what they read with what they know to make new knowledge. The setting for the study more closely resembled classroom conditions compared to similar studies in the past. Unlike previous studies on reading comprehension, students read a challenging passage from the textbook used in a science course in which they were enrolled. In addition, the text was longer than that used in clinical research. The college students (n = 294) in this study were randomly assigned to either a questioning strategy treatment or a rereading placebo‐control. While reading, treatment students were presented with statements taken from regular intervals in their textbook (about every 150 words) and asked a simple why question about each of these statements. Significant differences were found favoring elaborative interrogation theory and its question strategy treatment over the placebo‐control in terms of science comprehension even after significant estimated predictors of prior knowledge and verbal ability were statistically controlled or accounted for by removing the statistical contributions of these predictors to the main effects. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 363–379, 2010     

美国洛克菲勒大学的中学生物科技教师培训介绍

本文介绍了洛克菲勒大学对中学生物科技教师的培训方式和做法。该培训注重以教师科研经历促进科研指导,以师生共同培训示范科研指导,以专家科研报告引领科研指导,以同行交流促进科研指导。     

Synchronization of dynamical networks with nonlinearly coupling function under hybrid pinning impulsive controllers

In this paper, the globally exponential synchronization problem of dynamical networks with nonlinearly coupling function is considered. Hybrid pinning control strategies are established to force the states of the network to follow some objective trajectory. The impulsive pinning controllers are used to control a fringe of nodes at the impulsive instants, while during the impulsive instants, pinning state-feedback controllers are designed to achieve the control objective. Finally, the validity of the developed techniques is evidenced by an illustrative example.     

The mascot that wouldn’t die: a case study of fan identification and mascot loyalty

The issue of sports mascot loyalty, especially to those mascots considered offensive, was investigated through fan identification theory, and applied to the mascot controversy at a large university in the United States. Replicating a previous university survey on the mascot question, a survey of current university students (N = 3616) revealed a strong relationship between mascot loyalty and fan identification, particularly related to one’s perceptions of ‘belonging to the university sports family’, and ‘associating with sports fans’ of the university. Other important findings include age differences and the marginalization of Asian-American fans. The implications and applications of these findings were discussed.     

旅游信息服务生态链模型及其协同管理研究

[目的/意义]基于信息服务生态视角,研究旅游信息服务生态链模型及其协同管理,以期为提高旅游信息服务质量及效率提供参考。[方法/过程]文章首先论述了旅游信息服务生态链的基本概念及其特点,其次对旅游信息服务生态链的构成要素进行分析并构建模型,最后从链内和链间两个维度探讨旅游信息服务生态链的协同管理。[结果/结论]通过旅游信息服务生态链模型及其协同管理进行研究,为提高旅游信息服务质量和效率提供参考。     

汽车车内噪声品质评价方法研究

声品质概念的提出,对噪声控制提出了不仅要降低噪声级,还要能够调节声音特性的要求,因此对声品质进行准确的评价非常重要。声品质以人的主观感受作为最终的评判标准,但目前所有的仪器都无法直接测量人的听觉数值,必须借助于心理声学客观参量进行描述。主观评价和心理客观参量相结合,建立数学模型进行分析计算,得到较准确的声品质评价结果,为噪声主动控制技术的发展提供了理论基础。     

论信息生态系统中信息人的相互作用

探讨在信息生态系统中信息人相互作用的范围、纽带、方式和效果。指出相互作用范围包括种内相互作用和种间相互作用,相互作用的纽带主要有信息资源流转和信息资源共建共享,竞争和合作是信息人相互作用的两种基本方式,相互作用效果类型多样且分布具有偏利、偏害、同质互利、异质互利、同质互害、异质互害等多种情况。     

CD19-positive acute myeloblastic leukemia with trisomy 21 as a sole acquired karyotypic abnormality

We report that a 63-year-old Chinese female had acute myeloblastic leukemia (AML) in which trisomy 21 (+21) was found as the sole acquired karyotypic abnormality. The blasts were positive for myeloperoxidase, and the immunophenotype was positive for cluster of differentiation 19 (CD19), CD33, CD34, and human leukocyte antigens (HLA)-DR. The chromosomal analysis of bone marrow showed 47,XX,+21[2]/46,XX[18]. Fluorescent in situ hybridization (FISH) showed that three copies of AML1 were situated in separate chromosomes, and that t(8;21) was negative. The patient did not have any features of Down syndrome. A diagnosis of CD19-positive AML-M5 was established with trisomy 21 as a sole acquired karyotypic abnormality. The patient did not respond well to chemotherapy and died three months after the diagnosis. This is the first reported case of CD19-positive AML with trisomy 21 as the sole cytogenetic abnormality. The possible prognostic significance of the finding in AML with +21 as the sole acquired karyotypic abnormality was discussed.     

Short-Term Memory Trace Decay in Kinesthetically Monitored Force Reproduction

Abstract

The decay of the memory trace for intervals of 1/2 min., 1 1/2 min., and 4 min. between the test stimulus and the reproduction trial was studied for a force reproduction task in which the amount of movement was very small, .13 in. The subject pushed against a handle attached to the top of a steel bar with the preferred hand. Sixty-three women volunteers from college physical education classes performed the experiment. For Part A all subjects first had four trials in which the reproduction was immediate (the control condition). Then they were divided randomly into three subgroups of 21, and each subgroup was assigned to one of the three retention intervals (experimental conditions) for four more trials. In Part B the whole experiment was repeated. For both absolute and algebraic error, analysis of covariance indicated no significant differences at the .05 level among the experimental conditons. Also, no significant differences were found comparing a condition in Part A with its respective condition in Part B. While there were no significant differences between control and experimental conditions for absolute error, significant differences were found for algebraic error. The algebraic error changed from considerable overestimation upon immediate reproduction to only slight overestimation after a 1/2-min. retention interval.