The Cognitive Conflict in the Antecedents of Science-Technology and Management Talent＇s Turnover：Comparing the Employers and Science-Technology Managers

科技与管理人才已成为地区和企业竞争的重要资源之一。对影响科技与管理人才流动的主要因素,学者们已经展开了深入研究并取得了丰硕成果。但现有研究忽略了企业和科管人才在流动因素认知上可能存在的差异。而这种差异往往会影响到政府和企业的人才引进决策。通过对安徽省科管人才以及企业负责人的调查研究,发现了两组样本在科管人才流动的三大因素（企业、经济和政策因素）上的认知差异。最后,分别对企业和地方政府提出了政策建议。     

发展认知神经科学：理解和促进人类心理发展的新兴学科

理解和促进人类心理发展是科学研究的重要使命。近10余年来,发展心理学与神经科学、遗传学、分子生物学日益交叉融合,衍生了新兴的发展认知神经科学,为理解人类心智的起源、发展变化规律、神经生理和社会心理机制提供了崭新的视角,并为有效促进人类心智的发展带来了前所未有的可能。研究者主要在大脑结构、功能发育与心理行为发展、遗传与环境对个体心理行为发展的交互影响、心理行为发展个体差异的神经机制等方面取得了重要进展。由于发展认知神经科学研究具有重要的科学价值与现实意义,我国应积极主动地把握新学科的发展机遇,结合国家人口素质提升的重大战略需求,从国家科技的宏观布局、以问题为导向的大型联合攻关项目的开展以及理论体系与人才培养体系等多个层面,大力促进发展认知神经科学的发展,使我国这一领域在国际上占据前沿位置,并为满足国家人口战略的重大需求提供坚实的科学与技术基础。     

A conceptual guide to natural history museum visitors' understanding of evolution

Museum visitors are an ideal population for assessing the persistence of the conceptual barriers that make it difficult to grasp Darwinian evolutionary theory. In comparison with other members of the public, they are more likely to be interested in natural history, have higher education levels, and be exposed to the relevant content. If museum visitors do not grasp evolutionary principles, it seems unlikely that other members of the general public would do so. In the current study, 32 systematically selected visitors to three Midwest museums of natural history provided detailed open‐ended explanations of biological change in seven diverse organisms. They were not told that these were evolutionary problems. Responses were coded as: informed naturalistic reasoning, featuring some understanding of key evolutionary concepts, novice naturalistic reasoning, featuring intuitive explanations that are also present in childhood, and creationist reasoning, featuring supernatural explanations. All visitors were mixed reasoners, using one or more of these patterns in different permutations across the seven organisms: 72% used a combination of informed naturalistic reasoning and novice naturalistic reasoning, while a further 28% added creationist reasoning to this mix. Correlational analyses indicated that for many visitors these reasoning patterns were coherent rather than fragmented. The theoretical model presented in this article contributes to an analysis of the developmental and cultural factors associated with these patterns. This could help educators working in diverse educational settings understand how to move visitors and students toward more informed reasoning patterns. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:326–353, 2010     

A model on the cognitive and affective factors for the use of representations at the learning of decimals

In a previous article of the same journal, we have discussed the interrelations of students’ beliefs and self‐efficacy beliefs for the use of representations and their respective cognitive performance on the learning of fraction addition. In the present paper, we confirm a similar structure of cognitive and affective factors on using representations for the concept of decimals and mainly we discuss the various interrelations among those factors. Data were collected from 1701 students in Grades 5–8 (11–14‐years‐old). Results revealed that multiple‐representation flexibility, ability on solving problems with various modes of representation, beliefs about the use of representations and self‐efficacy beliefs about using them constructed an integrated model with strong interrelations that has differences and similarities with the respective model concerning the concept of fractions.     

Worked example effects in individual and group work settings

This study compared the effects of worked example and problem‐solving approaches in individual or group work settings on learning to solve geometry problems. One hundred and one seventh graders from Indonesia were randomly allocated to four experimental groups using a 2 (problem‐solving vs. worked examples) × 2 (individual vs. group study) design. Performance measures on numeric and reasoning abilities using both similar and transfer tasks were collected. The results indicated a significant superiority of the worked example approach in both the individual and group work settings. Supporting data revealed that students could understand the material more easily using worked examples than when solving problems. The experiment provided evidence that the advantage of using worked examples over solving problems extends to a group work context.     

从“山寨机”看非典型名名组合的意义建构

非典型名名组合一方面反映了语言形式和表达的相似性,同时也揭示了意义构建的复杂性。因为该组合的意义并非来自其各组成部分意义的简单相加,而是经过整合后形成的新创意义。换句话说,非典型名名组合的意义是由这两个名词所构成的输入心理空间在环境信息和背景知识的共同影响下形成一个具有新创结构的整合空间,然后经过组合、完善和细化产生了新的意义。     

语块认知理论在英语口语教学中的应用

语块是约定俗成的复合物,与按语法规则拼装起来的句子相比它在日常应用中出现的频率更高,具有更明确的意义,在现代英语教学尤其是口语教学中受到了越来越多的重视。语言是符号系统,具有线条性,这为语块理论应用于英语口语教学提供了理论基础及依据。在运用语块教学法时,要注重不同功能语块的搭配使用,注重使用时的多样性、梯度性以及其预制性和生成性的统一,从而提高我国英语口语教学水平。     

吸纳、修正与重组——帕尔默文化语言学中的认知语言学体系

帕尔默文化语言学与认知语言学同是20世纪后期出现的两门新兴学科。着重分析帕尔默文化语言学在其理论研究中对认知语言学的吸纳、修正与重组,从而使认知语言学家从文化性认知的角度来深入研究语言,也使语言人类学家从认知科学的维度来审视语言和文化,是本文的主旨。     

语篇层面的象似性研究

象似性是当代认知语言学研究的重要课题之一，但语言学家对语言象似性的研究主要局限于词汇层面和句法层面。用典型的象似性原则来探讨、分析语篇的象似性及其认知基础，能使读者更直观、更有效地解读语篇。     

需求分析理论视阈下英语报刊辅助阅读教学探究

关注非目标语环境下EFL学习者的认知-情感需求是实现有效外语教学的必要前提。基于需求分析理论阐释了英文报刊阅读对促进大学英语教学的价值与意义,并在实践中就报刊阅读基本教学规程与操作原则提出了可行性建议,为探索大学英语教学的有效途径提供参考。