Web search strategies: The influence of Web experience and task type

Despite a number of studies looking at Web experience and Web searching tactics and behaviours, the specific relationships between experience and cognitive search strategies have not been widely researched. This study investigates how the cognitive search strategies of 80 participants might vary with Web experience as they engaged in two researcher-defined tasks and two participant-defined information seeking tasks. Each of the two researcher-defined tasks and participant-defined tasks included a directed search task and a general-purpose browsing task. While there were almost no significant performance differences between experience levels on any of the four tasks, there were significant differences in the use of cognitive search strategies. Participants with higher levels of Web experience were more likely to use “Parallel player”, “Parallel hub-and-spoke”, “Known address search domain” and “Known address” strategies, whereas participants with lower levels of Web experience were more likely to use “Virtual tourist”, “Link-dependent”, “To-the-point”, “Sequential player”, “Search engine narrowing”, and “Broad first” strategies. The patterns of use and differences between researcher-defined and participant-defined tasks and between directed search tasks and general-purpose browsing tasks are also discussed, although the distribution of search strategies by Web experience were not statistically significant for each individual task.     

Analyzing the functional dynamics of technological innovation systems: A scheme of analysis

Various researchers and policy analysts have made empirical studies of innovation systems in order to understand their current structure and trace their dynamics. However, policy makers often experience difficulties in extracting practical guidelines from studies of this kind. In this paper, we operationalize our previous work on a functional approach to analyzing innovation system dynamics into a practical scheme of analysis for policy makers. The scheme is based on previous literature and our own experience in developing and applying functional thinking. It can be used by policy makers not only to identify the key policy issues but also to set policy goals.     

试析高等学校体育的功能

高校体育的功能是体育理论界一直争论不休的焦点之一。目前,有一点已取得共识,就是高校体育有多种功能,但对其研究仍处于无序混乱的状态,众说纷云。本文,在众多学者研究的基础上,针对21世纪高等学校体育,从本质、对象及与社会的联系等方面探讨其功能。     

英国8年级教材“数学功能性技能”的内容及其评价

本文就英国新版8年级教材中的“数学功能性技能”的内容进行介绍,提出了对我国教材编写的几点借鉴:即关注生活主题的联系性,关注学生的数学思考过程,有具体的数学内容要求,以及评价标准的可操作性.     

高职制药校内外生产性实训基地功能定位探析

针对高职制药类专业生产性实训基地建设水平低的现状,分析制药校内外生产性实训基地发展缓慢的原因,提出制药生产性实训基地建设首先要解决功能定位问题;制药类专业生产性实训基地应以药物研发、社会服务为方向,将“药品生产”型实训基地通过深化校企合作建在校外企业。     

英语公示语篇的人际功能探讨

随着中国经济和对外交流的发展，汉英双语公示语日益融入人们的日常生活。在中国，汉英双语公示语已经成为许多城市规划设计当中的重要环节。以Halliday的系统功能语法为理论指导来探讨英语公示语篇的人际功能，可增进读者对英语公示语的认知并为公示语之英译提供参考。     

二茂铁功能材料的研究与应用

二茂铁(ferrocene)及其衍生物结构独特,性能优异,是目前功能材料领域的研究热点之一。本文简述了二茂铁功能材料在分子电子器件、分析检测、功能膜、纳米和液晶等领域的研究进展与应用。     

大众传播时代文学的功利性选择与商业化转向

大众传媒不仅为文学提供了丰富的传播资源,而且用自己的运作理念、运作方式和审美导向、评价标准影响文学,干预文学的生产、传播与接受。文学重构价值体系,表现出对大众传媒这一强势文化力量的趋附;以功利性选择和商业化转向,表达了对大众传媒时代生存方式和发展模式的理性认同。     

团队网络结构、交互记忆系统与团队绩效关系的实证研究

基于社会网络视角,采用问卷调查法,以124个制造业生产团队为研究对象,对团队网络结构、交互记忆系统与团队绩效的关系进行探讨。实证研究结果表明,团队工具性网络强度与情感性网络强度对交互记忆系统有显著的正向影响;团队网络的非中心度对交互记忆系统有积极影响;交互记忆系统与团队绩效有显著的正向关系,并受到任务不确定性的调节作用。     

Engaging ADHD students in tasks with hand gestures: a pedagogical possibility for teachers

This study examines the effects of teachers' speech and hand gestures on the task performances of students with Attention‐Deficit/Hyperactivity Disorder (ADHD). Forty‐five 7½‐year‐old students clinically diagnosed with ADHD participated in the study. The students were asked to solve three sets of puzzles. The teachers supported the students in the tasks by using three different scaffolding modalities: speech‐only, gesture‐only and speech in conjunction with gestures. The results indicate that when the teachers used the scaffolding that contained gesture components (either speech scaffolding in conjunction with gesture scaffolding or gesture‐only scaffolding), the ADHD students were more responsive, focused longer on the tasks and were more successful in completing the tasks. Moreover, teachers' representational and deictic gestures were found to be the most effective gestures in scaffolding. This study suggests that when teachers' hand gestures are used together with speech, they are a powerful pedagogical means to engage ADHD children in tasks.