归一化卡诺图及其在时序网络设计中的应用

本文论述了触发器的文字激励表和状态控制函数的归一化卡诺图,指出它在求最简时序网络中能够简化设计过程,最后通过序列检测器和多模计数器设计说明归一化卡诺图的实际应用.     

Dot-to-dot practice enhances Children's handwriting: The advantage of a multi-session training protocol

Handwriting instruction commonly involves the practice of non-linguistic writing-like patterns. Here, we compare the transfer to Arabic sentence-writing of different practice scheduling of the Invented Letter Task (ILT), a simple dot-to-dot connecting task, aiming to decide best-practice scheduling. Ninety-seven 7- to 8-year-old public-school Arab Israeli second-graders were assigned randomly, within-class, to five study groups: three single-session practice groups (different amounts, with 60/180/360 repetitions), a 360-repetition multi-session practice group (distributed across four days), and an untrained control group. Handwriting was assessed at pre-training, 24-h, and 4–5 weeks post-training. The findings revealed that by 4–5 weeks post-training all the practice groups wrote more fluently or accurately than the control group. The multi-session practice group's handwriting performance was advantageous to that of the other groups, being more fluent than the other groups and more legible than the control group. The findings suggest that practicing simple grapho-motor tasks may enhance handwriting abilities.     

Cultivating critical thinkers: Exploring transfer of learning from pre-service teacher training to classroom practice

This study explores the transfer of critical thinking skills and dispositions from pre-service teacher training to classroom practice and student achievement in the cases of two graduates from a course on critical thinking-integrated instruction. Two 7th and two 8th grade classes were randomly assigned as experimental (CT-integrated instruction), or comparison (traditional instruction) groups. Empirical results demonstrated that, in these two cases, the teachers successfully developed CT-integrated instruction for effectively fostering students' CT skills and dispositions, while improving student achievement. Future research should include larger and more representative samples to avoid bias and reliably evaluate CT-based teacher training initiatives.     

浅谈汉语负迁移对英语教学的影响

在现实中,英语教学会受到诸多因素的影响,汉语负迁移是其中非常重要的因素。加强汉语负迁移对英语教学影响的研究,具有极其重要的理论价值与现实价值。本文基于汉语负迁移的基本理论,对英语教学产生的影响进行了分析,从而得出应当怎样规避汉语负迁移环境下对英语教学的影响。     

Individual differences in the effect of relevant concreteness on learning and transfer of a mathematical concept

The concreteness of training materials influences learning and—perhaps more importantly—transfer. Building on prior research finding abstract representations best facilitated transfer to a game task, we conducted a similar study using training figures varying in concreteness but directly assessed transfer to modular arithmetic problems. Training figures: (a) were purely abstract, (b) were abstract but with features relevant to the transfer task, or (c) included additional concrete-relevant features. We hypothesized that concreteness—or number of relevant features—would be positively correlated with learning and transfer—especially among younger and/or lower-ability students. Although there was no overall difference in initial learning, the concrete-relevant and abstract-relevant features independently facilitated near-transfer, where concrete-relevant features supported lower-reasoning students. For far-transfer, eighth-graders benefited from the abstract-relevant features, whereas sixth-graders required additional concrete-relevant features. These findings suggest that concreteness interacts with learner and task characteristics to produce learning and transfer outcomes.     

The impact of the organizational transfer climate on the use of teacher leadership competences developed in a post-initial Master's program

The transfer of learning outcomes of Master's programs for teachers is not self-evident. In this study, 18 teachers who recently graduated and their supervisors were interviewed on the transfer of leadership competences developed during their Master's program and on how the organizational transfer climate of the school supported or hindered this transfer. In schools with high levels of transfer, strategic partnerships between Master's-level teachers and formal leaders were observed, which facilitated a two-way process in which the application of new competences led to changes in the workplace. Therefore, the Master's program contributed to both professional development and school improvement.     

Project Transfer: Findings from Surveys of Publishers and Librarians Undertaken in 2011

In May and June 2011, separate surveys were undertaken of scholarly journal publishers and academic librarians, designed to obtain a better understanding of the issues they face when journal titles move between publishers. In addition, the survey aimed to establish the extent to which both groups were aware of the Transfer Code of Practice and, if they were, whether its existence had helped improve the situation. This article summarizes the findings of these two surveys and describes the next steps in the development of the Code of Practice.     

Journal Title Transfers: The Process,the Complexities,the Problems,and What the Transfer and KBART Working Groups are Doing to Address Them

This article examines the complicated process of journal title transfers in the electronic environment. A detailed look at summary title transfer data from the past two years outlines the untimely nature of the title transfer process. Also addressed are how two National Information Standards Organization (NISO)/United Kingdom Serials Group (UKSG) Working Groups, Knowledge Bases and Related Tools (KBART) and Transfer, are working to address some of the problems and streamline the process. Last, an automated and standardized method by which electronic holdings data could be processed is proposed for future work.