Can we be intelligent about intelligence?: Why education needs the concept of plastic general ability

The notion of general cognitive ability (or ‘intelligence’) is explored and why the time might now be ripe for educators to re-consider the power offered by a general intellectual capacity which is itself amenable to educational influence. We review existing knowledge concerning general intelligence, including the cohabitation of general and special abilities, cognitive modules, development, and evidence for plasticity of the general processor. We examine why this knowledge is generally absent from educational practice and present a number of models that attempt to synthesise the main aspects of current psychological theories. We explore how the models might be used in educational applications and look at examples of effective cognitive stimulation considering both practicalities and theoretical notions of what in our cognitive models is affected by stimulation. We discuss finally the possible political, cultural and social barriers to the inclusion of general ability as central to educational aims.     

一类带干扰的风险模型的破产概率

推广[4]中的带干扰的双Possion风险模型,即每次收取的保费不再为常数的带干扰的风险模型;并利用鞅方法得到了最终破产概率的Lundbeng不等式以及一般表达式.     

Strategies for Designing Engaging Online Kinesiology Courses Based on the Community of Inquiry Model

Technology integration has become an ever-present phenomenon in institutions of higher education. This has led to an increase in online learning experiences that make higher education accessible to those who previously experienced barriers, such as having full-time jobs. One issue that affects online education is the challenge of engaging the learner in meaningful learning experiences that they subsequently use once they are in their careers. This article uses the Community of Inquiry (CoI) theoretical model to explain how instructors can increase student engagement in online kinesiology courses. By focusing on the CoI constructs of teaching presence, cognitive presence, and social presence, instructors can design engaging online classes that can help to positively influence each student’s experience with online education.     

认知心理学视域中的写作过程

认知心理学从成熟写作者和初学写作的儿童两个维度研究写作过程.成熟写作者的写作过程主要体现在写作认知模型和个体--环境模型中,前者从认知角度揭示了写作过程的结构,后者强调写作过程是认知过程、动机、情感、工作记忆、长时记忆、环境诸因素的整合过程;初学写作的儿童对信息加工的能力有限,因而在写作中使用"提取-写作"的线性程序,其写作过程是知识陈述的过程.     

论英语教学中的课文整体教学法

英语课文的教学在我国具有特殊而又非常重要的地位,学生各项技能的发展和提高与课文教学的质量有着极其密切的联系。文章论述了课文整体教学的理论及观点,探讨如何运用整体语言教学理论进行精读教学并进一步提出和阐述了整体教学"五步法"的主要过程和步骤,意在有效提高学生阅读能力的同时全面发展他们的语言应用能力。     

Moving Beyond “It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education

Research on Problem-Based Learning in medical education has undergone an evolutionary process from initial proof of concept studies through critiques of the original methods and beyond. Initial studies focused on whether or not the instructional method was effective for medical students and the goals of medical education. Despite much movement back and forth between results demonstrating effectiveness and ineffectiveness, not much forward progress was made in reaching a decisive conclusion. Recently, however, the adoption of different theoretical perspectives, research methods, research targets and technological supports has begun to move the studies along. Current research in the area is focusing not on whether the students learn, but rather what goes on during learning that helps or hinders their learning. As such the group process and its cognitive components has become a more fruitful target of researchers. An erratum to this article can be found at     

模糊集值平稳随机过程

在集值随机过程的理论基础上,利用水平截集,将集值过渡到模糊集值,给出了模糊集值平稳随机过。程的定义,性质及其表示定理。     

感官残疾人认知特点的系列实验研究报告

本文回顾了运用皮亚杰认知发展理论和模式对感官残疾儿童认知问题所做的实验研究,介绍了有关"残疾人与正常人的认知过程的比较"课题系列实验的设计原理、研究内容和主要结论.在此基础上,对残疾人教育中争论已久的"残疾缺陷假说"和"缺陷补偿假说"提出了自己的看法.     

In Search of the Effects of Academic Achievement in Postgraduation Earnings

The relationship between academic achievement and the financial success of baccalaureate recipients in the workplace is the focal point of an investigation that covers the first 3 years following graduation. Employment activity and quarterly earnings of university baccalaureate recipients were tracked in a comprehensive study that merged state unemployment insurance records with student data files. Quarterly earnings were regressed on grade point averages while controlling for age, registration type (native vs. transfer), major, gender, race, and industry. Patterns were discovered over the 3 years following graduation. Grade point average had little impact on earnings, as did registration type. Age, major, and industry were found to be significant. Gender and race held no significance. In an attempt to further explore the relationship between academic achievement and workplace success, a two-way ANOVA, repeated measures design was used to examine differences in the individual earnings of high academic achievers and low academic achievers over a 3-year period. No significant between-group effects were found.