A longitudinal perspective on inductive reasoning tasks. Illuminating the probability of change

Cognitive scientists have studied internal cognitive structures, processes, and systems for decades in order to understand how they function in human learning. Nevertheless, questions concerning the diagnosis of changes in these cognitive structures while solving inductive reasoning tasks are still being scrutinized. This paper reports findings from an experimental study in which 64 participants in three experimental groups solved tasks at ten measurement points. We were able to illuminate changes of cognitive structures and found significant differences between the treatments. The results also indicate that supportive information is an important aid for developing cognitive structures while solving inductive reasoning tasks.     

中华医学会系列期刊全文电子文档交换和存储标准初探

【目的】为中国科技期刊电子文档交换和存储标准的制定和使用提供借鉴。【方法】以中华医学会杂志社为例,介绍中华医学会期刊文档交换和存储标准（CMA JATS 0.1）的特点及其实践价值。【结果】 在2014年10月,中华医学会杂志社推出了初版标准CMA JATS 0.1,并成功指导数字出版上流的数据加工商和下流的平台开发商,让杂志社传统出版后续流程能基于该标准进行流畅的运行,目前超过15家期刊的现刊数据以此标准进行数据加工,并实现迅捷在线发布。【结论】CMA JAST 0.1 有效地整合了中华医学会杂志社的期刊资源,推动了中华医学会杂志社的数字出版发展,但以此标准的全面落实还需与数字出版产业链的上下流公司进行通力协作。     

图式理论框架下的高职英语写作教学

通过教学实验研究图式理论指导下的高职英语写作教学能在多大程度上提高学生的写作水平,介绍了图式理论框架下高职英语写作教学的具体做法、教学实验的开展过程、数据的收集与分析以及所带来的教学启示。     

图式理论与大学英语写作教学

图式理论是认知心理学中用来解释心理过程的一种理论模式。本文通过分析图式理论与英语写作教学的关系,着重论述了图式理论在英语写作教学中的实际应用。     

图式理论下的误解研究

运用认知语言学图式理论对言语交际中的误解现象进行研究。利用一个话语分析认知模型分析了交际中的理解过程,并根据图式出错的不同层次对误解进行了分类。最后基于图式在误解形成中的作用,提出误解产生的认知根源是听者激活了一个与言者有异的图式。     

图式理论与英语记忆

图式理论是认知心理学的重要概念，具有很强的概括性和解释力。图式有多方面的记忆功能，图式能优化记忆结构，促进信息的加工和提取，因而图式理论对英语记忆和英语教学有重要的指导意义。     

图式理论在高职英语听力教学的运用

根据图式理论,任何文本,不论是口头文本还是书面文本,本身并不表达任何信息,而是靠人的先验知识赋予文本信息。听力则是文本输入与大脑中固有知识间的动态交互过程。将图式理论运用到英语听力教学中,通过在“听前”激活图式,在“听中”建构图式以及在“听后”巩固图式,帮助学生建立固有知识与新知识间的桥梁,不断提高其英语听力水平。     

Modeling teachers’ reactions to unexpectedness

BackgroundEven experienced teachers make inconsistent classroom decisions in unexpected situations. From the cognitive load theory perspective, the effective handling of the novel, unexpected events by teachers depends on the cognitive load of the task, the teaching context in which the unexpectedness appears, and the available cognitive capacity.AimsTeachers’ reactions to unexpected mathematical events, in particular the unexpectedness of the arithmetic calculation, was modeled, investigated experimentally, and explained within the theoretical framework of cognitive load theory.Sample64 mathematics teacher trainees took part in the experiment.MethodsIn a dual-task arrangement, participants verified alternative answers to simple mathematical questions while memorizing task-irrelevant information. The answers represented low (schematic good responses), and high (unexpected good responses) processing load conditions, and control condition (incorrect responses). The memory load was low or high representing levels of extraneous load. The participants’ cognitive capacity was estimated by a complex working memory span task.ResultsThe verification of unexpected but correct answers was slow and more error-prone as compared with the processing speed and accuracy of schematic answers, presumably due to elevated processing (intrinsic) load. The increase in memory load resulted in slower and more inaccurate verifications. However, working memory capacity was found to mediate the extraneous load effect.ConclusionsThe results stress the importance of well-organized schemas for effective reactions to unexpected classroom events. Furthermore, it highlights the importance of accurately understanding and being aware of the impact of cognitive load on teachers to improve teaching practice.     

XML 数据库的有效性研究

XML数据库是XML基础研究的一个重要内容．比较了DTD和XML Schema定义的XML数据有效性差异，从结构、数据类型定义两个方面对XML数据库的有效性进行了讨论．