A rational, successive g-index applied to economics departments in Ireland

A rational, successive g-index is proposed, and applied to economics departments in Ireland. The successive g-index has greater discriminatory power than the successive h-index, and the rational index performs better still. The rational, successive g-index is also more robust to differences in department size.     

Kallinikos: A Dialogue Set in the 20th Century

This dialogue assumes that Socrates has reappeared in the 20th century (through a wrinkle in time) and is actively engaged in a discussion with two Greek graduate students in physical education. The coach, Kallinikos (whose name means “glorious victor” in Greek), sheds light on the views on our society toward sport and the importance of winning. Cassandra (named for a prophet in the Trojan War whose prophecies were ignored) is a physical education teacher who aids Socrates in his quest for understanding how the field of “gymnastics” has changed in the past 2,400 years. Within the dialogue, discussion centers around the similarities and differences between coaching as a profession and teaching physical education. Some of the issues encountered include a definition of physical education, the domains involved in coaching and teaching, outcomes of teaching and coaching, the value of sport in society, activity as a form of expression, and a definition of the physically educated student.     

Cognitive style, gender and learning from multi-media materials in 11-year-old children

Eighty 11-year-old pupils (40 males and 40 females) from an urban primary school were assessed for cognitive style by means of the Cognitive Styles Analysis which indicated their positions on each of the two style dimensions, the Wholist-Analytic and the Verbal-Imagery. They then studied parts of three CD-ROM multi-media packages on science topics and after each, completed a multiple choice recall test. An indication of their performance on traditionally taught science was taken to be the performance on science SATs at 11 years. A comparison between multi-media and traditional work indicated that, (a) in terms of overall science performance (traditional and multi-media), Wholist-Imagers and Analytic-Verbalisers were superior to Wholist-Verbalisers and Analytic-Imagers, and (b) Analytics did better on traditional work than multi-media, with the reverse for the Wholists. With the multi-media materials there were three modes of presentation—picture and sound (PS), picture and text (PT), and picture, text and sound (PTS). Female Wholist-Imagers and Analytic-Verbalisers were better with PS than PT, with the reverse for Wholist-Verbalisers and Analytic-Imagers, while the opposite applied for males. For all style and gender groups performance was best with PTS. The findings are discussed in terms of their practical implications and further research.     

数字化学习中运用多媒体(上)

本文通过回顾12条基于研究的教学设计原则,说明了如何设计计算机辅助多媒体教学材料来促进学习。首先介绍了多媒体原则(根据五个对照实验得到的中值效应量为d=1.67),其主张在计算机辅助教学中,语词和图像同时呈现的效果比只呈现语词的效果要好。无关认知加工做的是和教学目标无关的事情。为了减少无关认知加工,提出的教学原则有聚焦要义(d=0.70)、标记结构(d=0.46)、控制冗余(d=0.87)、空间邻近(d=0.79)和时间邻近(d=1.30)。基本认知加工的功能在于对基本材料进行心理表征。为了调节基本认知加工,提出的教学原则有分段呈现(d=0.70)、预先准备(d=0.46)和双重通道(d=0.72)。生成认知加工的功能是为了建构材料的意义。为了促进生成认知加工,提出的教学原则有个性化(d=0.79)、人声化(d=0.74)和具身化(d=0.36)。部分原则有边界条件,例如有的原则对新手学习者比对专家学习者更有效。