Phase transition characteristics of the Ni46Mn35Ga19 single crystal

The phase transition characteristics of the prepared Ni46Mn35Ga19 single crystal have been systematically investigated by measuring resistance, strain, heat flow, and ac magnetic susceptibility. The experimental results indicate that both magnetic transition and martensitic transformation occurred simultaneously and the corresponding transition temperature was about 356 K. Meanwhile, the prepared single crystal also exhibited spontaneous and magnetic-field-enhanced two-way thermal shape memory effect with the strains up to -0.89% and -1.90% with and without a magnetic field of 1.6 T, respectively. The possible mechanism of the large spontaneous and magnetic enhanced deformation were analyzed based on the phase transition characteristics of Ni46Mn35Ga19 single crystal and the preferential orientation of martensitic variants.     

Autobiographical Memory of School

Abstract

Two studies based in the autobiographical memory paradigm were conducted to extend knowledge of recollections about school. In Study 1, undergraduates wrote 1 pleasant memory and 1 unpleasant memory about each of 4 grade levels. Memories from some categories decreased across grades, whereas others increased. More than twice as many memories were social as opposed to academic. Gender effects, causal agents, and event salience were reported. In Study 2, undergraduates wrote 8 recollections, unconstrained by grade or affect. There was a recency effect, and memories most frequently concerned misfortunes, sports, misbehavior, honors, and boy-girl relationships. Only 13% of the reported memories were academic. Future investigation might probe reasons for the dominance of unpleasant memories from the early grades as well as the paucity of academic memories of schooling.     

婴幼儿自传体记忆研究的现状及展望

自传体记忆一直以来都是记忆研究领域的热点,它与人的认知、情绪、人格、社会性发展等多方面有着密切联系。该综述对近年来自传体记忆研究的一些进展做了回顾,总结了自传体记忆的内容界定、研究方法及其发生发展和影响因素等方面新的研究成果,提出目前在这一领域研究上存在的不足与展望。     

孤独、记忆与爱情的见证——试评短篇小说《独自一人》

美国作家埃洛拉·达农的短篇小说《独自一人》是作者对孤独、记忆与爱情的精深之作.故事情节以叙述者为中心,构成了一副以孤独忧伤为基调,以爱情为主线,以往事回忆与现实和为一体的风俗图画,让人欣赏这篇佳作时难以释卷.     

“理解是第一位”吗

对李超老师一组关于熟能生巧的调查分析进行了再分析,重新肯定了数学教学中“理解是第一位”的观点．并对中国的练习观和西方的理解观进行了比较分析．     

不可忘却的“黑色”记忆——重读托妮·莫里森的《宠儿》

小说《宠儿》通过对黑人历史记忆的重组和演绎,谱写了一部触目惊心的黑人血泪史,对黑人的前途和命运做出了全方位的思考,意在启发黑人牢记过去、直面现实、放眼未来,具有厚重的历史意识和重大的现实意义。     

Reclaiming nostalgia in educational politics and practice: counter-memory,aporetic mourning,and critical pedagogy

In this essay, the author attempts to complicate the reading of nostalgia in the cultural politics of education, arguing that the blind rhetoric of nostalgia for an idealized past can and should be critiqued in productive ways. Despite some literature addressing the consequences of nostalgia in the context of teaching, little has been done towards the direction of critically examining nostalgia in relation to the controversial issues of national memory and historical trauma and how those influence educational politics and practice. Central to the author's argument is that nostalgia has multiple meanings, some of which promote nationalist agendas while others offer opportunities for transformation. One way to begin the process of reclaiming nostalgia in education is to shift the discourse from restorative nostalgia to reflective nostalgia. The constructs of counter-memory and aporetic mourning provide useful theoretical lenses through which reflective nostalgia can promote productive ways of addressing national memory and historical trauma.     

A working memory model applied to mathematical word problem solving

The main objective of this study is (a) to explore the relationship among cognitive style (field dependence/independence), working memory, and mathematics anxiety and (b) to examine their effects on students’ mathematics problem solving. A sample of 161 school girls (13–14 years old) were tested on (1) the Witkin’s cognitive style (Group Embedded Figure Test) and (2) Digit Span Backwards Test, with two mathematics exams. Results obtained indicate that the effect of field dependency, working memory, and mathematics anxiety on students' mathematical word problem solving was significant. Moreover, the correlation among working memory capacity, cognitive style, and students’ mathematics anxiety was significant. Overall, these findings could help to provide some practical implications for adapting problem solving skills and effective teaching/learning.