稳态、测量与时空

事物运变中相对稳态的客观存在是科学研究的基础,概念的抽象由此而确立,人天科学体系与精密科学体系遵循上述法则提取概念,元极学中的三元三极是从本原稳态上抽象出来的,它可通过不同的具体生化运变过程类比,测量是建立于一定时空及其生化稳态之上的专门化类比,该时空稳态对应三元生化过程中的一个相对的客观存在,反映了作为观察测量体系的本质特征,相应的测量不能超越这一稳态,时间是自然事物生化节律的内在类比,空间是具体物质存在的特征,时空一体运化构成时空境界,这一整体性观点是整体性学科研究的基础。     

Naturalistic Language Recordings Reveal “Hypervocal” Infants at High Familial Risk for Autism

Children's early language environments are related to later development. Little is known about this association in siblings of children with autism spectrum disorder (ASD), who often experience language delays or have ASD. Fifty‐nine 9‐month‐old infants at high or low familial risk for ASD contributed full‐day in‐home language recordings. High‐risk infants produced more vocalizations than low‐risk peers; conversational turns and adult words did not differ by group. Vocalization differences were driven by a subgroup of “hypervocal” infants. Despite more vocalizations overall, these infants engaged in less social babbling during a standardized clinic assessment, and they experienced fewer conversational turns relative to their rate of vocalizations. Two ways in which these individual and environmental differences may relate to subsequent development are discussed.     

Subgrouping of readers based on performance measures: a latent profile analysis

By using latent profile analysis eight stable and interpretable subgroups of readers were identified. The basis for subgrouping was different performance measures with four aspects of reading in focus: reading of continuous texts, reading of document texts, word reading and reading speed. Participants were 9-year-old Swedish students included in the International Association for the Evaluation of Educational Achievement (IEA) Reading Literacy Study in 1991 (n = 4,184) and in 2001 (n = 5,099). The eight subgroups were compared on different background variables, such as gender, language at home, and cultural and socioeconomic factors. It was concluded that latent profile analysis proved to be a feasible methodology. The even performance profiles of good and average readers imply that reading is a skill with a high degree of transfer and generality. Several subgroups of poor readers with more heterogeneous performance patterns could be identified. The three most stable subgroups proved to be comprised of high performers, poor comprehenders and dyslexic students.     

To be or not to be? Discursive resources for (Dis‐)identifying with science‐related careers

One of the main objectives of many science educators is to enroll students into science majors and careers. Researchers have investigated students' views of science in terms of factors and influences that guide students to choose science as a career. However, few investigations exist that have studied the forms of language culture makes available for articulating possible careers generally or the ways of grounding (justifying) these possibilities particularly. The purpose of this study is to investigate ways of using language for supporting justifications of career choices in an interview situation. Thirteen high school biology students were interviewed about their career choices. Drawing on discursive psychology as theory and method, we identify four interpretative repertoires that are deployed during the interviews: the (a) formative, (b) performative, (c) consequent, and (d) potential repertoires. These interpretative repertoires do not merely characterize the discourse about different science‐related professions but in fact co‐articulate different science‐related identities. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1114–1136, 2009     

Neurodevelopmental characteristics of children with learning impairments classified according to the double-deficit hypothesis

The double-deficit model has been examined primarily in relation to reading. We investigated whether children classified according to the double-deficit model would exhibit differences in other neuropsychological domains. Children referred for learning problems (N = 188), ages 7 to 11, were classified by double-deficit subtype. Only three of the four groups predicted by the model could be identified. There were no group differences in IQ or attention problems. The three groups showed different neuropsychological profiles, involving functional domains other than reading and language. Differences also emerged in nonverbal low-level information processing. The double-deficit group was generally most severely affected. The double-deficit groupings identify children with different neuropsychological profiles and variation in the efficiency of basic online information processing, extending beyond the oral and written language domain.     

Environmental education in action: a discursive approach to curriculum design

Why do the designers of environmental education do what they do towards the environment through education? More importantly, how do they account for their design decisions (plans and actions)? Using the theoretical and methodological framework of discourse analysis, we analyse environmental education designers' discourse in terms of the discursive resources—or interpretive repertoires—that they use to (a) make their position, (b) make their talk do work and (c) tell a story about events, situations and who they are (identity). Drawing on observations and interviews from a larger programme concerned with understanding environmentalism and environmental education, we identified five main repertoires: relevance, knowledge transferability and translatability, emotionality, expertise and empiricism. The approach provides us with a more refined characterization of the culture of environmental education curriculum design through the ways designers in the field explain their doings, and we explore the important implications for curriculum design in this field.