儿童分类发展的特点及影响因素的实验研究

用有差异的同类事物的刺激图片为实验材料,采有全部呈现刺激图片和逐一呈现刺激图片以及有无样例图片的方法,在4－9岁儿童的被试中探讨儿童分类依“相似性”向依“理论性”转变的问题及影响分类结果的因素,结果表明：儿童依“相似性”分类向依“理论性”分类的转折点是8岁,两种呈现刺激方式的对儿童的分类结果没有造成显著性差异;按目标图分类方式（有样例）的分类结果显著好于自由分类方式（无样例）的分类结果。     

《山海经》研究述论

关于<山海经>产生于何时何地,众说纷纭.本文主要用文化人类学的方法,从先秦社会发展演变入手,探讨<山海经>各部分的特点,认为<山海经>成书于战国中后期,其中<五藏山经>所记诸神多是比较古老的原始自然神,而<海荒经>中所记诸神,多是战国中后期由方士把历史人物神话化的结果.     

The efficiency of higher education institutions in England revisited: comparing alternative measures

Data envelopment analysis (DEA) has often been used to evaluate efficiency in the context of higher education institutions. Yet there are numerous alternative non-parametric measures of efficiency available. This paper compares efficiency scores obtained for institutions of higher education in England, 2013–2014, using three different methods: the original Charnes et al. method and two slacks-based methods (SBM-Min and SBM-Max) developed by Tone. The findings suggest that results are highly sensitive to methodology chosen. Hence caution is required in applying the results in any policy context.     

文本到底是什么？

文本在计算机上的表示方式影响着文本创作者与其他用户使用文本的方式。现有的电子文档模型还有很多不足和局限。笔者认为文本最好的表示模型是有序的分层内容对象模型(OHCO),这种模型揭示了文本到底是什么这一根本问题。OHCO 模型符合 SGML 等新兴标准,且有利于作者、出版商、研究者等不同用户。本文介绍了该层次模型以及未来如何将文档作为一种数据库、超文本、网络来加以利用和重用。     

MOTIVATIONAL INFLUENCES ON ELDERLY TEST PERFORMANCE

An important reaction to individuals involved in problem solving is that of knowing the accuracy of their responses. Prior research has established that young adults are accurate in estimating correctness to responses on the Wechsler Adult Intelligence Scale (WAIS). The present study extended these findings to the elderly and also considered whether ability‐extraneous variables (e.g., fatigue) influence either accuracy in judging correctness or IQ score. The WAIS was administered to 44 community‐dwelling elderly citizens in a counterbalanced manner to control for motivational influences. The examinee's IQs and estimations of correctness were measured. Materials included standard WAIS protocols and forms on which the examinees wrote a plus (+) or minus (—) after each response, indicating feelings of correctness as +, or of an incorrect answer as —. Results show that older examinees are highly accurate in their feelings of correctness. Analyses of variance and covariance indicated order of presentation significantly influences accuracy in reporting correctness. While IQ score was not affected by order of presentation, mean performance IQ score was significantly lower than mean verbal IQ score. Findings suggest that older persons seem uncomfortable with ambiguity and seem to possess an unrealistic fear of failure. Persons involved in educating the elderly should strive to assist in the reevaluation of unattainable goals. By having more realistic goals and early successes in a program, the older learner can reduce unpleasant emotional states and is more likely to remain in a program.     

Homotolerance and heteronormativity in Norwegian classrooms

This article is based on classroom observations and discusses sexual education that addresses homosexuality. Tolerance of queer lifestyles as well as support for judicial equality between heterosexual and homosexual couples is generally perceived as being high in the Norwegian political context. Norwegian sexual politics is, however, based on a binary understanding of sexuality, linked to stable and authentic sexual identities, and this perspective is highly influential in Norwegian education on sexuality. Homotolerance appears to be the most prominent ambition when teachers deal with homosexuality in their teaching. Informed by queer theory, I intend to investigate how teaching that sets out to create homotolerance reproduces heteronormativity. I will argue that even though education on homosexuality may create increased homotolerance, the very same education does also marginalise and stigmatise homosexuality as well as reproduce binary and heteronormative concepts of sexuality.     

Reading and writing self-efficacy of incarcerated adults

This paper is the first to examine the Reading and Writing Self-Efficacy Scale among incarcerated adults. The aim was to examine whether performance of reading and spelling tests (Reading Speed, Nonsense Words and Spelling) explained individual differences in the participants' efficacy beliefs in reading and writing. Six hundred subjects rated their efficacy beliefs in reading and writing, and 92 of them were also sampled for a reading and spelling test. Factor analysis yielded a two-factor solution dividing the reading items and writing items into separate factors and hierarchical regression analysis revealed that education level and test performance accounted for 36.9% and 34.9% of the statistical variance in reading self-efficacy and writing self-efficacy, respectively. The results suggest that assessment of self-efficacy in reading and writing should be included in a screening procedure of reading and spelling difficulties.     

Methods of Teaching and Class Participation in Relation to Perceived Social Support and Stress: Modifiable factors for improving health and wellbeing among students

Social support and stress have previously been found to be predictors of health among students. In this study, we investigated whether methods of teaching and class participation were related to social support and stress via questionnaire responses from 947 Norwegian adolescents aged 13-15. Linear associations between the variables were assessed in univariate and multivariate analyses of covariance. Highly significant overall effects were found with the amounts of group work, class discussions, and verbal activity. Borderline significant effect was also seen in relation to the amount of independent work. An increasing amount of group work increased the perception of social support from teachers and peers, but showed no significant association with stress. Increasing amounts of class discussions were significantly related to increasing perception of social support, in particular among boys. Class discussions also seemed to reduce the experience of stress, although somewhat inconsistently. Increasing amounts of independent work increased stress, but also increased the perception of social support from peers among boys. No significant associations with traditional teacher instruction were found. Verbal activity was strongly related both to increasing perception of social support and decreasing experiences of stress. In view of the present results, participatory learning activities may promote health by preventing stress experience and promoting social relationships.