民族旅游地居民对旅游影响认知度的调查——以云南迪庆藏族自治州香格里拉县和德钦县为例

以云南藏族旅游地为例,通过实地调查和问卷调查,运用SPSS14.0软件进行统计,其结果表明：民族旅游地居民对旅游正面影响较为认同;居民不同特征产生对旅游影响认知及态度的差异大致可分为漠视者、理性支持者、乐观支持者和盲目支持者4类。     

认知式多媒体英语教学之启示

认知法是建立在“有意义学习而非机械性学习”概念上的语言学习理论,在教学中强调“以学生为中心、师生互动”的教学方式。多媒体教学手段为认知教学法的实施提供了有利条件,教学实验证明在教师的合理组织与安排下,恰当地使用多媒体对于实施认知教学法是切实可行的。     

Increased cognitive load during acquisition of a continuous task eliminates the learning effects of self-controlled knowledge of results

ABSTRACT

Previous research has demonstrated that providing learners with self-control over some aspect of practice enhances motor learning (for a review see Wulf, 2007). One explanation for the self-control effect is that learners engage in deeper information processing when they are allowed to make choices during practice. Recent research has supported this line of thinking by showing that the self-control effect was eliminated for learners who engaged in a cognitive load task during the interval following completion of discrete task trials (Carter & Ste-Marie, 2017). The current study tested the effects of imposing a cognitive load task during the completion of continuous task trials. Participants (N = 48) were divided into self-control (SC), self-control with load (SCL), and two corresponding yoked (YK, YKL) groups. Participants learned a continuous tracing task and then performed 24-hour retention and transfer tests. Retention and transfer test movement times were significantly faster for SC compared to YK participants within the No Load condition but did not differ between these participants within the Load condition. Errors were similar among all groups in retention and transfer. These results provide support for the importance of information processing in regards to the self-controlled learning benefit.     

动机可塑性与群众体育锻炼——以凯里市市区群众体育锻炼为例

采用实验研究法及数理统计法等方法,以凯里市市区群众体育锻炼人群为研究对象,借鉴心理学、训练学、教育学的理论对他们的锻炼动机进行深入分析,发现动机方向和强度具有可塑性,在群众体育锻炼中可以通过多种方法塑造适宜的体育锻炼动机;在群众体育锻炼政策制定中也要考虑到群众体育锻炼动机问题;为群众体育锻炼引用心理学知识提供理论支持。     

科技与管理人才流动因素的认知冲突研究——基于两个群体的比较分析

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。     

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     

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。     

In and out of home care decisions: The influence of confirmation bias in developing decision supportive reasoning

The aims of this study were to identify the themes Social Workers regard as important in supporting decisions to remove children from, or return them to, the care of their parents. To further elicit underlying hypotheses that are discernible in interpretation of evidence. A case study, comprising a two-part vignette with a questionnaire, recorded demographic information, child welfare attitudes and risk assessments, using scales derived from standardised instruments, was completed by 202 Social Workers in Northern Ireland. There were two manipulated variables, mother's attitude to removal and child's attitude to reunification 2 years later. In this paper we use data derived from respondents’ qualitative comments explaining their reasoning for in and out of home care decisions. Some 60.9% of respondent's chose the parental care option at part one, with 94% choosing to have the child remain in foster care at part two. The manipulated variables were found to have no significant statistical effect. However, three underlying hypotheses were found to underpin decisions; (a) child rescue, (b) kinship defence and (c) a hedged position on calculation of risk subject to further assessment. Reasoning strategies utilised by social workers to support their decision making suggest that they tend to selectively interpret information either positively or negatively to support pre-existing underlying hypotheses. This finding is in keeping with the literature on ‘confirmation bias.’ The research further draws attention to the need to incorporate open questions in quantitative studies, to help guard against surface reading of data, which often does not ‘speak for itself.’     

Variability in the natural number bias: Who,when, how,and why

When reasoning about rational numbers, people sometimes incorrectly apply principles or rules for natural numbers. Many factors affect whether participants display this natural number bias, including their age and experience, the affordances and constraints of the given task, and even the specific numbers in the given problem. In this paper, we argue that this variability can be conceptualized in terms of dynamic choices among problem-solving strategies. People's strategy choices vary as a function of their repertoire of available strategies and as a function of the specifics of the tasks, problems, and context. Further, we argue that the specific profiles of variability in strategy use that are observed in different participant groups can be conceptualized in terms of the strength and precision of the representations of numbers and operations that people in those groups possess. In our view, the natural number bias arises when people's representations of rational number magnitudes or rational number operations are not sufficiently strongly activated or sufficiently precise to guide performance on a specific task in a specific context. In these cases, participants' more highly activated or more precise representations for natural numbers may underlie and guide their performance. This account suggests that contexts and experiences (including instructional experiences) that help build, strengthen, and activate rational number representations should lead to improvements in performance.