单篇论著学术迹与影响矩比较研究

本文对新近提出的学术迹和影响矩指标应用于单篇论著的评价效果进行比较研究,以JASIST 2005—2014年间发表的25篇高被引论文和ASTROPHYSICAL JOURNAL 2011—2014年间发表的24篇高被引论文为两个样本集,研究学术迹和影响矩相对于总被引数和h指数等学术评价指标的异同,发现各指标排序既具有一定相关性,也呈现出一定独立性,说明这些指标均有独立存在价值,而学术迹和影响矩能提供更全面的测度信息。图3。表6。参考文献25。附录2。     

Reply to Sana et al.’s (2022) Commentary on Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect

Educational Psychology Review - Sana and colleagues (2022) have raised a number of challenges regarding the operationalisation of constructs and selection of articles to Chen et al.’s...     

An Embedded and Embodied Cognition Review of Instructional Manipulatives

Recent literature on learning with instructional manipulatives seems to call for a moderate view on the effects of perceptual and interactive richness of instructional manipulatives on learning. This “moderate view” holds that manipulatives’ perceptual and interactive richness may compromise learning in two ways: (1) by imposing a very high cognitive load on the learner, and (2) by hindering drawing of symbolic inferences that are supposed to play a key role in transfer (i.e., application of knowledge to new situations in the absence of instructional manipulatives). This paper presents a contrasting view. Drawing on recent insights from Embedded Embodied perspectives on cognition, it is argued that (1) perceptual and interactive richness may provide opportunities for alleviating cognitive load (Embedded Cognition), and (2) transfer of learning is not reliant on decontextualized knowledge but may draw on previous sensorimotor experiences of the kind afforded by perceptual and interactive richness of manipulatives (Embodied Cognition). By negotiating the Embedded Embodied Cognition view with the moderate view, implications for research are derived.     

Does Your Company Have a Performance GPS?

This article examines the Performance GPS, a tool to use in identifying the paths for getting from here to there. This tool cannot be purchased; it must be built. Building it requires mapping and linking the four basic domains of performance found in organizations: people, processes, units, and the organization itself. A set of such diagrams provides a Performance GPS, a road map to results.     

Science Anxiety, Science Attitudes, and Gender: Interviews from a Binational Study

We conducted interviews with eleven groups of Danish and American students. The interview topics included gender and national components of science education, science anxiety, and attitudes toward science. The groups were science and nonscience students at the upper secondary and university levels, and one group of American science teachers who were students in a science enrichment program. The interviews revealed a variety of relationships between and among science attitudes, science anxiety, nationality, gender, and course of study. We also probed student attitudes toward constructivist versus traditional views of science.     

The hyperkinetic child: What do teachers know?

School personnel are involved in the diagnosis and treatment of hyperkinetic children in many important ways: (a) schools identify and refer the hyper-kinetic child to the physician, who then relies on behavioral reports provided by teachers and parents in making a formal diagnosis and in evaluating treatment; and (b) more recently, schools have begun to administer behavioral intervention programs which may well be as effective as drug treatment in reducing the off-task classroom behavior of many hyperkinetic children. There are many hyperactive children in classrooms who are not referred for medical evaluation and treatment. A group of teacher-identified hyperactive boys was rated significantly higher on the Hyperkinesis Index of the Conners Teacher's Questionnaire than a group of non-hyperactive classmate control boys, but the mean Hyperkinesis Index scores of teacher-identified hyper-actives and clinic-diagnosed hyperkinetics did not differ from each other. The teacher-identified hyperactive boys were observed to be off-task 33% of the time in their classrooms, and the clinic-diagnosed hyperkinetic boys were off-task a comparable 37% of the time. It was suggested that if school personnel use their expertise to identify hyperactive children in the classroom and begin behavioral intervention programs at the earliest possible time, medical referral and treatment will be unnecessary for many children.     

A model for helping people hit their performance targets

This article presents the target model of human behavior and performance. The model is a closed‐loop, feedback‐governed view of human behavior and performance, which is to say it acknowledges that the performer controls his or her performance. The model provides a useful diagnostic framework for examining problems of human performance in the workplace. An example of its application is included.