An associative account of Orthographic Satiation in Chinese characters

Prolonged inspection of a Chinese character induces a feeling of uncertainty of the character, a phenomenon named as Orthographic Satiation. However, there has not been direct evidence showing that such satiation does occur at the orthographic level. To investigate whether Chinese satiation occurs at the orthographic level or at other levels, the present study applies a speeded repetition priming paradigm to Chinese, which has been successfully used to examine Semantic Satiation in English. When judging whether a category name matched an exemplar word, participants showed gradually slower responses as the character standing for the category name was repeated, indicating the occurrence of satiation. However, repetition of a character without accessing its meaning, or repeated access to its meaning without repeating the character itself, did not elicit satiation. The results suggest Orthographic Satiation occurs not at the orthographic level, but at a level associating orthography and meaning during Chinese character reading.     

A new approach to the assessment of children's mathematical competence

The report is a translation of part of a Swedish paper entitled “On Students' Achievement in Mathematics after Finishing Comprehensive School”. The intention of the investigation was to

- diagnose the retention of some basic skills in some topics in algebra and geometry,

- reveal difficult steps in the learning processes in these topics.

Starting with a complicated question, e.g. the equation \(\frac{{3x - 2}}{2} = \frac{x}{3}\) a sequence consisting of 5–15 problems were constructed. Each new problem followed by the preceding one by taking away one or two details. \(\begin{gathered} 3(3x - 2) = 2x \\ {\text{ 9}}x - 6 = 2x \\ {\text{ 7}}x - 6 = 0 \\ {\text{ 7}}x = 6 \\ \end{gathered} \) is an example of a sequence belonging to the equation above. From about 10 complicated problems (“top-items”) and their sequences, in all 130 items, 10 sub-tests were put together in such a way that the pupils who took the test were not aware of the sequences but found no connection between the problems. Many surprising results were found, e.g., that the students scored higher on 14/(x+2)=2 than on 4/x=3, that the difficulty in finding the area of a triangle depended on the position of the triangle and that the problems “Simplify a/a ², a²/a, a/a” were of quite unequal difficulty. A discussion about the students' thinking in patterns and mechanically learning ends the report.     

The dynamic impact characteristics of tennis balls with tennis rackets

Abstract

The dynamic properties of six types of tennis balls were measured using a force platform and high-speed digital video images of ball impacts on rigidly clamped tennis rackets. It was found that the coefficient of restitution reduced with velocity for impacts on a rigid surface or with a rigidly clamped tennis racket. Pressurized balls had the highest coefficient of restitution, which decreased by 20% when punctured. Pressureless balls had a coefficient of restitution approaching that of a punctured ball at high speeds. The dynamic stiffness of the ball or the ball-racket system increased with velocity and pressurized balls had the highest stiffness, which decreased by 35% when punctured. The characteristics of pressureless balls were shown to be similar to those of punctured balls at high velocity and it was found that lowering the string tension produced a smaller range of stiffness or coefficient of restitution. It was hypothesized that players might consider high ball stiffness to imply a high coefficient of restitution. Plots of coefficient of restitution versus stiffness confirmed the relationship and it was found that, generally, pressurized balls had a higher coefficient of restitution and stiffness than pressureless balls. The players might perceive these parameters through a combination of sound, vibration and perception of ball speed off the racket.     

Learning theories and environments: A student-initiated intelligent computer-assisted environment

Intelligent computer-assisted instructional systems have been constructed and applied within a wide range of fields. Very few of these systems make explicit a central or set of core learning theories or learning environments upon which a system is based. However, many of these systems have implicitly employed learning theories and environments. This paper looks at a variety of intelligent computer-assisted systems with a view towards uncovering the latent learning theories they employ. The interplay of the various learning theories needed to realise a student-initiated learning environment are discussed. The central features required for such an environment to function and the limitations of realising such a learning environment due to the state of the art of present day systems are also discussed. Specializations: physics education; computer education; intelligent computer-assisted instructional systems; physics problem solving. Specializations: chemical education, technology education, history and philosophy of science, learning theories.     

Sent from My iPhone: The Medium and Message as Cues of Sender Professionalism in Mobile Telephony

The growing ubiquity of mobile telephony able to send e-mail raises new questions, and renews old issues, about the effect of the medium on a message. This article reports experimental results testing effects of user- and medium-generated cues on perceptions of message senders. Grounded in warranting theory, we assess the interaction of low- and high-warrant cues on perceptions of the sender's professionalism, hypothesizing senders of grammatically accurate messages are perceived as more credible. However, we also hypothesize an interaction between grammatical accuracy and the system-generated high-warrant cues from the mobile device used to send the message. Responses from 111 students assessing the credibility of an e-mail sender indicate that, although a message's user-generated content (grammatically accurate vs. erred) influences receiver's perceptions, negative attributions are attenuated by cues reflecting the transmission medium (i.e., a message's mobile signature block). Findings offer theoretical implications for warranting theory. Additionally, results suggest practitioners need to craft a message and indicate the transmission medium strategically to mitigate any impacts on attributions of professionalism to message receivers.     

The stepping stones of learning and evaluation

Based on the teachers’ lectures and evaluations we elaborate on a model of the aspects of learning. Inside the framework of this model three ways for solving a given problem relating to the previous teaching are presented.

We describe and analyse a method which is useful in selecting an evaluation task adapted to intended objectives, helps in the interpretation of the students’ performances and acts as a guide to the possible inferences about what the students acquire.