迁移研究的最新进展及其教学含义

对早期迁移理论进行了简要评析,阐述了当代迁移研究的最新理论进展--认知结构迁移理论、产生式迁移理论和认知策略迁移理论.着重揭示了当代最新认知迁移理论各自的教学含义.     

对足球训练负反馈控制的认识

足球训练手段和方法是多种多样的，目的都是培养运动员的比赛能力。本丈运用负反馈控制的基本理论，探计其在足球教学训练中的基本应用方法和对教练员训练的要求，对不同级别足球队的训练有一定价值。     

奥林匹克元典精神的异化与价值取向的转移

现代奥林匹克运动在广延与函盖上是古希腊罗马时期所无法比拟的 ,系统的考察奥林匹克运动的发展与变迁不难发现 ,无论在价值观念上 ,还是在外在形式上都体现出奥林匹克运动价值取向的异化     

要重视数学教学中旧知识的负迁移

本文用大量的具体实例说明了学生在学习数学的过程中,旧知识的负迁移产生的原因及对学习的负面影响,同时提出了防止负迁移的几种具体方法。     

图书馆联盟知识转移与共享文化的价值观体系

图书馆联盟知识转移与共享文化的价值观体系主要有三个方面:核心价值观,即最大限度地满足联盟活动中各类知识接受者的知识需求;强关联价值观,包括显性知识和隐性知识种类齐全、结构完善,知识服务适时方便与讲求效益,重视信息技术和知识(信息)系统建设,交流至上等;弱关联价值观,包括以人为本、知识创新等.参考文献13.     

It’s More Than Self-Presentation: MUM Effects Can Reflect Private Discomfort and Concern for the Recipient

Is the reluctance to share bad news (i.e., the MUM effect) motivated more by a public display or private concern, and does it benefit mainly the messenger or the recipient? An experiment (N = 309) that crossed good/bad news with three communication channels (face-to-face, text messaging, e-mail) revealed that messenger reluctance was greatest under conditions of bad news and did not vary based on the channel through which the recipient contacted the messenger. In contrast with earlier work, this MUM effect was more consistent with a private fear of distressing the recipient. Theoretical implications and limitations are discussed.     

利用布尔方法对馆员知识自律影响知识共享定性比较

馆员知识自律模式体现了馆员知识转移行动并把自身最有利的知识应用到工作中,使复杂的知识从内化到外化得以知识共享。根据馆员自律特征,采用布尔代数方法,对表示馆员条件进行布尔代数定性比较。分析馆员知识自律特征结构以及和知识转移、知识共享关系。揭示馆员知识自律特征和知识转移和共享管理之间的联系,为馆员提供支持知识转移合适条件。     

从优选论视角看非英语专业大学生汉英句子翻译错误现象

受母语汉语的影响，中国学习者在学习英语的过程中常常会产生负迁移现象。该研究调查了贵州师范学院非英语专业大学生汉英句子翻译的错误现象，并从优选论视角分析了错误翻译的成因。该研究对于大学英语翻译教学来说有很大的参考价值，同时有助于中国英语学习者了解汉英两种语言的异同，寻找汉英句子翻译的规律，以便在翻译中更好地传达句子意思，从而达到有效的沟通和交流。     

The Metamorphosis of Industrial Designers from Novices to Experts

Professional training for designers is crucial in the field of design studies. The characteristics of novices versus those of expert designers have been identified in the literature; however, studies exploring the issue of professional training processes in the actual workplace are not well developed. Our study addresses the topic by using qualitative research methods along with flexible design. Collected data from the interviewees with different work experience were analysed by open, axial and selective coding. Herein, we argue that the processes by which a designer transforms from a novice into an expert in the industry are constructed through the interaction of several complicated factors. The re‐learning inherent in design professions is implemented through knowledge transfer gained from participation in design projects, particularly regarding tacit knowledge. Also, the novice's process of learning and training yields the characteristics and skills that companies and firms require of designers; this process involves a series of disciplinary sub‐processes, from destructive to reconstructive, implemented by employers. In these sub‐processes, the subjectivity of designers is neglected, leading to the suppression of imaginative expression and feelings of alienation among these workers.     

Family factors and parenting in Ukraine

The present study aimed to estimate the use of positive and negative parenting practices in Ukraine and explore relationships between parenting practices, intimate partner violence (IPV), alcohol use, and sociodemographics. Parents of children (N = 320) ages 9–16 from three Ukrainian regions answered questions from the Alabama Parenting Questionnaire (APQ), the Revised Conflict Tactics Scales (CTS-R), Family Adaptability and Cohesion Evaluation Scale (FACES), and the Alcohol Use Section of the Drinking and Drug History and Current Use Patterns questionnaire. Ukrainian parents who reported lower use of alcohol, balanced family functioning and lower intimate partner violence were more likely to use positive parenting and less likely to use negative parenting practices. Parents with lower education were more likely to use negative parenting practices. Furthermore, alcohol use, IPV, parent education and higher family income were significantly and indirectly related with positive and negative parenting scores. The model explained 61% of variance in the positive parenting, 67% in the negative parenting.