对心理唤醒概念模型理论的理解和修正

对心理唤醒概念的理解和界定，在运动心理学领域的研究非常重要。本文在对心理唤醒概念模型分析的基础上，将其在概念阐述方面的优缺点进行了论述，修正和提出了更完整更系统的心理唤醒概念的多维模型。该模型能更好地澄清心理唤醒概念的实质内涵，清除心理唤醒研究中的概念混乱。     

A Framework to Understand Students' Differentiation Between Heat Energy and Temperature and its Educational Implications

The main objective of this article is to investigate whether students' understanding of heat energy and temperature forms part of a 'hard-core' (Lakatos, 1970) of epistemological beliefs and the degree to which it affects their ability to learn thermodynamics in the classroom. Results obtained based on science major freshman students (n = 99) show that even after having responded correctly in one context that approximates the kinetic view of heat energy students fall back on the caloric theory of heat in a different context. It was also found that there is little relationship between the ability to differentiate between heat energy and temperature and performance on a problem of thermodynamics. Students in this study had been exposed to the kinetic theory in the previous semester and yet some of them had no problem in consistently using the caloric theory, while others switched between the two conceptualizations. It is concluded that an epistemological belief in the caloric theory of heat forms part of the hard-core of students' framework and that the conceptual shift to the kinetic theory requires radical restructuring (Chinn & Brewer, 1993). The question we need to ask is not only what are the students' prior epistemological beliefs, but as to what are the conditions under which the hard-core could crumble. A framework that could facilitate conceptual shifts is formulated.     

Conceptualising value creation in data-driven services: The case of vehicle data

The creation of data-driven services generates new value streams, leading to the emergence of new actors and ultimately to new market configurations. In the automotive industry, the data generated by vehicles during use paves the way for new types of data-driven services. Based on interviews with eleven prominent experts of the Central European automotive industry, we identify key actors in establishing vehicle data-driven services and their data sharing relationships. We illustrate both in a conceptual multi-actor model for value creation in vehicle data-driven services and evaluate it in the context of six real-life cases. Our study adopts an ecosystem perspective and marks an important step towards the systematic design of a conceptual multi-actor model for vehicle data-driven value creation that can help to guide next research endeavours in data-driven service development.     

Varying Use of Conceptual Metaphors across Levels of Expertise in Thermodynamics

Many studies have previously focused on how people with different levels of expertise solve physics problems. In early work, focus was on characterising differences between experts and novices and a key finding was the central role that propositionally expressed principles and laws play in expert, but not novice, problem-solving. A more recent line of research has focused on characterising continuity between experts and novices at the level of non-propositional knowledge structures and processes such as image-schemas, imagistic simulation and analogical reasoning. This study contributes to an emerging literature addressing the coordination of both propositional and non-propositional knowledge structures and processes in the development of expertise. Specifically, in this paper, we compare problem-solving across two levels of expertise—undergraduate students of chemistry and Ph.D. students in physical chemistry—identifying differences in how conceptual metaphors (CMs) are used (or not) to coordinate propositional and non-propositional knowledge structures in the context of solving problems on entropy. It is hypothesised that the acquisition of expertise involves learning to coordinate the use of CMs to interpret propositional (linguistic and mathematical) knowledge and apply it to specific problem situations. Moreover, we suggest that with increasing expertise, the use of CMs involves a greater degree of subjective engagement with physical entities and processes. Implications for research on learning and instructional practice are discussed.     

Applying Conceptual Blending to Model Coordinated Use of Multiple Ontological Metaphors

Energy is an abstract science concept, so the ways that we think and talk about energy rely heavily on ontological metaphors: metaphors for what kind of thing energy is. Two commonly used ontological metaphors for energy are energy as a substance and energy as a vertical location. Our previous work has demonstrated that students and experts can productively use both the substance and location ontologies for energy. In this paper, we use Fauconnier and Turner's conceptual blending framework to demonstrate that experts and novices can successfully blend the substance and location ontologies into a coherent mental model in order to reason about energy. Our data come from classroom recordings of a physics professor teaching a physics course for the life sciences, and from an interview with an undergraduate student in that course. We analyze these data using predicate analysis and gesture analysis, looking at verbal utterances, gestures, and the interaction between them. This analysis yields evidence that the speakers are blending the substance and location ontologies into a single blended mental space.     

Learning from comparison in algebra

Mastery of algebra is an important yet difficult milestone for students, suggesting the need for more effective teaching strategies in the algebra classroom. Learning by comparing worked-out examples of algebra problems may be one such strategy. Comparison is a powerful learning tool from cognitive science that has shown promising results in prior small-scale studies in mathematics classrooms. This study reports on a yearlong randomized controlled trial testing the effect of an Algebra I supplemental comparison curriculum on students’ mathematical knowledge. 141 Algebra I teachers were randomly assigned to either implement the comparison curriculum as a supplement to their regular curriculum or to be a ‘business as usual’ control. Use of the supplemental curriculum was much less frequent than requested for many teachers, and there was no main effect of condition on student achievement. However, greater use of the supplemental curriculum was associated with greater procedural student knowledge. These findings suggest a role for comparison in the algebra classroom but also the challenges of supporting teacher integration of new materials into the curriculum.     

英汉“悲伤”情感概念隐喻对比研究

隐喻是我们理解抽象概念的主要途径,英语和汉语中“悲伤”情感的表达都蕴含了大量的概念隐喻模式,通过将两者比较,可以发现彼此之间存在较多共性和相对差异。通过对这些共性和差异的一系列的比较分析,揭示了英汉“悲伤”情感概念隐喻所暗含的意义。     

新手教师理论性知识与实践性知识之间的教学情景间隙

新手教师面对课堂教学问题时往往束手无策,对教学情景无所适从。针对此问题,文章将陈述性知识、概念性知识、程序性知识和策略性知识归纳为理论性知识与实践性知识两大类。通过比较教师五个阶段专业发展的知识特征,揭示四种知识之间存在的“情景间隙”。因此,结合情境开辟有效的学习途径成为整合理论知识与实践知识的重要举措。基于Nonaka和Tadeuchi提出的企业知识管理创造的“SECI”模型,文章提出了新手教师知识转化的“IAIR”模式,即互动、运用、融合和反思,为新手教师的专业发展提供参考。     

中式英语的成因及其矫正策略——概念流利理论视角

多年以来,"中式英语"一直是国内外学者关注的焦点,也是困扰我国广大英语教师和学习者的一大难题。从概念流利理论视角来看,"中式英语"是指处于中介语阶段的英语学习者由于受到汉语的影响并缺乏概念流利,在概念重组时出现了概念错误而形成的英语。概念流利理论为分析"中式英语"的成因和提出"中式英语"的矫正策略奠定了坚实的理论基础。     

金融危机中政治话语的批评隐喻分析

文章采用批评性隐喻分析研究方法,以温家宝总理针对全球金融危机所发表的一系列讲话为例,对政治经济语篇中的概念隐喻建构信心话语进行了分析。