Effects of memory load on word recognition: Are there dual-routers in Norway?

The release-from-competition (RFC) effect, inwhich a difficult concurrent memory task speedspronunciation of low-frequency irregular wordsbut slows pronunciation of other word types,has been interpreted as strong support for thedual-route approach to word recognition. However, attempts to replicate this effect havenot produced consistent results. Besides,attempts at replication have mostly beenlimited to skilled readers of English. Thepresent research attempted to replicate the RFCeffect with mature normal readers of Norwegianand thus tested the generalizability ofdual-route models to a considerably moreshallow orthography than English. There was noevidence that the RFC effect reliably occurredamong Norwegian readers in this study, not evenamong certain selected readers who were seen ascandidates for possessing a dual-routearchitecture and suffering within thatarchitecture the kind of competition in naminglow-frequency irregular words that RFC issupposed to eliminate. Thus, it was notpossible to extend the applicability of adual-route approach to word recognition to therelatively shallow Norwegian orthography, andthe question of the architectural organizationof Norwegian readers was essentially leftunanswered by our data.     

转达未知世界的信息:科幻作品的交际模式

科幻作品叙事最初使用两种传统的叙事形式:旅行叙事和历史叙事。按其物质规则,科幻作品也意识到科学发现在向这些传统发起挑战,并最终证明传统的叙事手法是不足的。科幻叙事向读者转达过去或将来未知世界的信息时,情况更是如此。某些科幻叙事,即使在与血肉之躯的读者相关的叙事受众极度错位的情况下,继续违背事实地依赖传统形式,对问题视而不见。而另一些科幻叙事,比如本文中所讨论的这些,两者均意识到了由于时空错位所产生的问题,显然在寻求开辟新的叙事模式来应对这些问题。科幻作品中的“新颖性”,通常是指主题与内容。主题与形式是不可分割的,但是我们也希望结合由科学产生的新的时空情境,说明科幻作品如何证明原有层次的高度创造性。     

Can narrative cutscenes improve home learning from a math game? An experimental study with children

Little is known about the instructional effects of narrative framing elements in child learning games. In this study, second and third graders (M_age = 8.24) played one of two versions of a successful, commercial mathematical learning game at home for 2 weeks (N = 95; between-subject design). The versions differed in the presence/absence of a background story conveyed through comic cutscenes at the beginning and the end of the game. Results showed that children played the game intensively in both conditions: despite not being forced to do so. Plus, they also learned from the game. As expected, children assigned to the cutscenes condition interfaced with the cutscenes. However, no between-group difference was detected in pre-post learning gains, parent-reported engagement, self-reported enjoyment, time spent with the game and the number of solved in-game tasks (all |ds| < 0.29). Altogether, no advantage or disadvantage from the narrative comic cutscenes was revealed.     

Academic leadership in different disciplinary contexts

Conclusions In university settings good leadership seems to depend, among other factors, on the culture of the department and the nature of academic work in the field involved. Consequently, it is important to find solutions valid for the department involved. The development work of academic leadership should be carried out in voluntary co-operation with the academic staff, starting with the analysis of the current leadership culture. The departments may also have to change their cultures somehow in the future because of the rapidly changing environment. The longer and the more successfully the ideas, assumptions, and values dealing with the leadership have been working, the more difficult these changes might prove to be (Schein 1985). This is a shortened version of the paper delivered at the 16th Annual EAIR Forum (Amsterdam 1994): the full text can be obtained from the author.     

An account of practice: employing drawings and stories to enable reflective learning

Facilitating reflection for personal growth in a business context requires careful thought and planning. As a learning process, Business-Driven Action Learning (BDAL) has two points of focus. It aims to firstly identify and make recommendations regarding a business challenge, whist secondly facilitating potentially significant individual personal learning and growth. The research reported in this account of practice focused on personal learning by exploring the potential for individuals to experience transformative learning during a BDAL process. During the research I used a number of methods including hand-drawn images and in-depth interviews to enable the writing of interpretive stories. Findings revealed that participants found reflection during and after the BDAL beneficial. They gained insights into what they learnt, what changed since the BDAL experience and also what they still need to focus on. The findings have practical implications for the action learning facilitator of BDAL during management development programmes. One of the ways action learning facilitators can initiate the reflection process of new participants is to share the experience of previous participants. ‘Sandy’s interpretive story’, contained in this article, is such an example and includes hand-drawn images of her learning journey. I argue that the use of interpretative stories helps new participants understand programme challenges and stimulates their individual learning journey.