Parsing Items into Separate Categories: Developmental Change in Infant Categorization

Three experiments report developmental change in infants' tendency to parse exemplars into separate categories. In Experiment 1, a familiarization-novelty preference procedure was used. Fifty-four 4-, 7-, and 10-month-old infants were familiarized with members of two basic-level animal categories (cats and horses) and tested with novel members of the familiarized categories and with members of a third category (dogs). In Experiment 2, a habituation-dishabituation procedure was used. Forty-eight 7- and 10-month-old infants were habituated to examples of both male and female faces and tested with novel gender-typical and gender-ambiguous faces. In both experiments, 10-month-old infants appeared to form differentiated categories, whereas younger infants formed a single category to include the range of items presented during familiarization. Experiment 3 ruled out a priori stimulus preferences as an explanation for the 10-month findings in Experiment 2.     

The Gender Gap and Classroom Interactions: Reality and rhetoric?

This paper examines the gender gap at GCSE in eight contrasting English secondary schools, and discusses the reality and rhetoric of classroom interactions, focusing on the views of teaching staff, the perspectives of Year 11 students, and observations of teacher-student interactions in the classroom. In an earlier paper (British Journal of Sociology of Education, 17 (3)), the authors examined the extent to which there was less positive teacher-support for the learning of boys than for the learning of girls, and this issue is reviewed in differing school contexts. Research in this broader context suggests that most teachers believe that they give equal treatment to girls and to boys, particularly in support of their learning, but focus group interviews with students and classroom observation suggest that this is rarely achieved; in most schools, boys appear to dominate certain classroom interactions, while girls participate more in teacher-student interactions which support learning. If the underachievement of some boys is to be addressed successfully, these patterns of interaction need to be challenged, to enable boys to begin to develop the very learning strategies which many girls employ effectively to enable them to learn.     

运动心理学在射击运动中的应用研究

射击是一项以静力性为主的运动项目,随着科技水平的提高,运动成绩也普遍提高,而且越来越接近,这时心理训练,就显得尤为重要.通过对贵州省军体校10名高水平射击运动员8年的跟踪调查,进行了16PF(16种个性因素测量表)、瑞文推理等心理量表的数次测量,并通过数据统计处理和文献综述等方法,得到了高水平射击运动员心理指标(部分)与运动成绩关系的统计表,为研究心理因素对射击运动成绩的影响提供了依据.     

对茂县营盘山古蜀文化遗址保护与展示的构想

营盘山古蜀文化遗址是长江上游地区目前发现的面积最大、时代最早、文化内涵最为丰富的大型中心聚落,它代表了5000年前整个长江上游地区文化发展的最高水准。本文拟就建设营盘山古蜀文化遗址保护展示园区的必要性、旅游前景、设计理念、开发举措、规划构想五个方面的问题略抒管见,其目的主要是为了抛砖引玉,进而推进营盘山古蜀文化的保护和利用。     

TCP/IP拥塞控制研究现状的分析

互联网的拥塞控制问题一直是网络研究的一个热点,吸引了多方面的专家学者对其进行研究,并已经取得了大量研究成果.拥塞控制算法,从控制理论角度可分为开环和闭环控制;从实现的物理位置方面可分为源算法和链路算法.近来,非线性规划理论、系统控制理论和优化理论被引入到拥塞控制的研究中来,这在很大程度上推动了对拥塞控制的研究.     

Differential Achievement of Girls and Boys at GCSE: some observations from the perspective of one school

This article focuses on the differential achievements of girb and boys at GCSE over the four years 1991‐94, in the context of one Suffolk comprehensive school, and attempts to analyse, through questionnaire and interview with students, teachers and parents, some of the factors contributing to such differences. Male attitudes and a paramount concern with image emerge as key factors in affecting how boys respond to the academic and authority structure of the school. Teachers attitudes to masculinity and femininity in turn influence classroom interactions between teacher and learner: students perceived more positive teacher attention and support focused on girls, with teachers prepared to be more lenient and tolerant with girls than with boys. In homework and coursework, girls appear to be more committed and better organised, and to have a more realistic grasp of what is required for success at GCSE. In conclusion, an attempt is made to identify a number of issues which schools might consider in attempting to reduce male underachievement.     

A systematic review of evidence on the effectiveness of interventions and strategies for widening participation in higher education

Widening participation (WP) in higher education (HE) is an increasingly important policy issue, with interventions to increase participation from minority ethnic, low-income and other under-represented groups undertaken in HE sectors in many countries. In the UK there is a large amount of WP activity but a lack of robust evidence of its effectiveness. This article presents a systematic review in the topic area of WP in HE. We included studies of systematic review, randomised controlled trial (RCT) and quasi-experimental (QE) designs, and assessed evidence of the effectiveness of university access strategies and approaches in relation to the participation of disadvantaged students at university. We searched for, quality appraised and synthesised the international evidence, that is, evidence published in any country, in the English language. The findings from 4 systematic reviews and 12 experimental studies (4 RCTs, 4 RDDs and 4 QEDs) are presented as narrative syntheses in a series of thematic sub-topics. We found some evidence of effectiveness for a number of university access interventions. ‘Black box’ WP programmes (those with multiple elements in a single programme) and financial incentives were found to be effective. However, much of the evidence had design limitations and the majority were conducted in the US. The article concludes with research recommendations in relation to UK interventions, including suggested designs for future quasi-experimental evaluation.     

Category-use effects in children

Three experiments examined the changes in category representation that take place when children use exemplars for tasks other than classification. In Experiments 1 and 2, 6- and 10-year-old children learned to classify exemplars of a novel category and then used the same exemplars in an inferential prediction task. In a subsequent classification task, features that were predictive for both classification and inference were classified more accurately than features that were predictive only of category membership. Experiment 3 showed that features with multiple uses were also more likely to be retrieved in feature listing. The findings show that children's category representations are affected by the way exemplars are used after they have been categorized.     

高校人事档案工作存在的问题及解决措施

解决高校人事档案工作存在的问题，促进其发展，就应加强收集工作，丰富、充实人事档案的内容，提高档案管理手段和管理水平，积极开瓣档案信息资源，加强人事档案工作队伍建设，稳定队伍，提高各级领导对人事档案工作的重视程度。     

从“同主题开课”到“同主题教学比较研究”的发展历程

“同主题开课”作为一种新的校本研修方式在上海市第三女子中学得到尝试实践,经历了三个发展阶段,由学校的“同课题开课”到国际间的“同主题教学比较研究”,每个阶段都有相应的准备过程扣反思过程,取得了较好的成效。通过归纳这项活动进展的过程来探索中学教师专业化发展之路的实践模式,从开展活动的理念,到每个活动环节的特点以及最后的效果进行梳理和检验,以期形成对实践活动的理性思考,为学校进一步的发展,为其他学校开展这类校本研修活动提供借鉴与参考。