高水平速攀运动员核心力量训练的实证研究简

运用文献资料法、访谈法、测试法及数理统计法等方法,对我国现役高水平速攀运动员的核心力量训练方法和手段进行了实证研究.结果显示：通过12周3个阶段的核心力量训练,速攀运动员核心力量水平得到提高;反映速攀运动员的专项能力素质提高幅度较大;专项速度耐力完成连续攀爬前4趟累计时间和后4趟累计时间的时间差和绝对时间都明显减少;核心力量训练的效果女运动员优于男运动员.     

三草酸合铁（Ⅲ）酸钾合成条件的改进与探索

针对无机化学综合实验三草酸合铁（Ⅲ）酸钾合成过程中存在的问题,对[K3Fe（C2O4）3].3H2O的合成条件进行探索和优化.实验结果表明：在用热水（40℃）洗涤FeC2O4,40℃时逐滴加入H2O2后煮沸30s,利用浓缩后挂棉线的方式进行结晶等条件下,得到粒度较大的翠绿色晶体,可改善实验结果的重现性、提高产品的产率和纯度.     

The paradox and promise of small group research

This study examined the experiential attitude function--an attitude based on past experience(s)-and tested whether a message targeted at this function would elicit attitude change. Each of 139 undergraduates was assigned randomly to one of four conditions in which a fictitious Executive Committee for Academic Integrity (ECAI) report, written for a university president, supplied strong or weak arguments. Furthermore, these messages either argued that tenure should be abolished (anti-tenure) or that tenure should continue (pro-tenure). Results indicated that, although the functional target of the message was not related to posttest attitudes, conformity to message recommendations was contingent upon the discrepancy between the respondent's initial attitude and the position advocated in the message. Interestingly, the mean attitude change in every experimental condition was negative, indicating that regardless of the position advocated in the message, respondents' attitudes became increasingly antitenure.     

The dimensionality of the verbal aggressiveness scale

Infante and Wigley's (1986) Verbal Aggressiveness Scale (VAS) is a widely accepted and frequently used measure of trait verbal aggression. Although the scale is almost always scored as if it were unidimensional, previous factor analytic studies provide evidence that it is multidimensional with two distinct factors. The present studies (N = 194 and 177) used confirmatory factor analysis to replicate the two‐factor solution. The two‐factor model was consistent with the data, and provides a better fit to the data than the unidimensional solution. The first factor, comprised of all aggressively worded, nonreflected items, appears to measure verbal aggressiveness as intended whereas the second factor, comprised of all reverse‐scored items (benevolently worded), appears to measure a communication style related to other‐esteem confirmation and supportiveness. Given this interpretation, it is recommended that only the 10 aggressively worded items be scored. Hamilton, Buck, and Chory‐Assad, in an adversarial collaborative discussion, agree that the VAS is bidimensional, but offer an alternative conceptual model. They hold that the two factors reflect selfish individualism and prosocial cooperation.     

Measuring those who have their minds set: An item-level meta-analysis of the implicit theories of intelligence scale in education

Fixed and growth mindsets represent implicit theories about the nature of one's abilities or traits. The existing body of research on academic achievement and the effectiveness of mindset interventions for student learning largely relies on the premise that fixed and growth mindsets are mutually exclusive. This premise has led to the common practice in which measures of one mindset are reversed and then assumed to represent the other mindset. Focusing on K-12 and university students (N = 27328), we tested the validity of this practice via a comprehensive item-level meta-analysis of the Implicit Theories of Intelligence Scale (ITIS). By means of meta-analytic structural equation modeling and network analysis, we examined (a) the ITIS item-item correlations and their heterogeneity across 32 primary studies; (b) the factor structure of the ITIS, including the distinction between fixed and growth mindset; and (c) moderator effects of sample, study, and measurement characteristics. We found positive item-item correlations within the sets of fixed and growth mindset items, with substantial between-study heterogeneity. The ITIS factor structure comprised two moderately correlated mindset factors ($\rho$ = 0.63–0.65), even after reversing one mindset scale. This structure was moderated by the educational level and origin of the student sample, the assessment mode, and scale modifications. Overall, we argue that fixed and growth mindsets are not mutually exclusive but correlated constructs. We discuss the implications for the assessment of implicit theories of intelligence in education.     

财务软件功能应用中的逻辑校验及其界面警示

软件既作为承载用户思想与接纳用户创意的载体,又充当快速正确地完成专业事务的工具.而财务软件还有另一重要特性,那就是依照会计核算的规程并结合财经法规的要求,提高会计工作的规范性,保障业务处理过程与处理结果的正确性.了解财务软件内部校验的规范,将有利于充分利用软件的各项功能,合理编配操作进程,高效率完成会计业务处理工作.