认知模型研究的新成果及应用

综述认知模型研究近年来取得的成果及应用。研究了粒计算认知模型、动态信任预测认知模型、Bayes信任预测认知模型采用的主要算法,介绍了认知模型在求解认知难题、虚拟人决策训练、多Agent谈判中的应用。指出粒计算认知模型、动态信任预测认知模型、Bayes信任预测认知模型是近年来认知模型的主要研究成果。因此,认知模型的研究具有很高的应用价值。     

词汇歧义消解的认知模式

词语的一词多义是引起词汇歧义的内因,语境不定是形成词汇歧义的外因。要真正消除词汇歧义,必须有效地调动认知语境。在认知语境里消解词汇歧义有词义层次网络、激活—抑制、词义通达、特征比较等多种认知模式,各认知模式或单独作用,或协同作用影响人们对词汇歧义的认知。     

从认知隐喻的角度解读狄金森“死亡”诗中的张力

以认知隐喻学中概念隐喻理论为基础,解读诗歌张力的成因,即通过突显、忽略和遮蔽的方式达到目标域和源域间子集的映射。以狄金森的三首"死亡"诗歌为例,分析了她诗歌中无穷的隐喻张力。     

标记性及其在母语迁移中的作用

母语迁移是二语习得研究中的重要领域之一。语言学和认知学理论将标记性纳入母语迁移的研究中。语言学以母语与目的语之间的标记差异做比较,说明母语迁移的可能性;认知学则以母语特征的典型范畴为基点,分析二语学习者对母语迁移的选择性。标记性理论的提出对英语教学和对外汉语教学有着十分重要的启示。     

关于数学学习中的理解问题评述

数学理解是有层次的,数学理解的模式与层次是进行数学理解实证研究的依据和基础.理解性数学学习是提高数学学习效率的必由之路,也是抵制题海战术的有力武器.要考查学习者对数学知识的理解程度,应作多次跟踪测量.数学理解问题的实证研究应该以学生能够理解性地进行数学学习为核心,研究的重心应是探求提高学生数学理解能力的策略.     

Teaching for transfer of core/key skills in higher education: Cognitive skills

This article is a result of a completed survey of the mainly cognitive science literature on the transferability of those skills which have been described variously as ‘core’, ‘key’, and ‘generic’. The literature reveals that those predominantly cognitive skills which have been studied thoroughly (mainly problem solving) are transferable under certain conditions. These conditions relate particularly to the methods and environment of the learning of these skills. Therefore, there are many implications for the teaching of key skills in higher education, which the article draws out, following a summary of the main findings of the research literature. Learning of principles and concepts facilitates transfer to dissimilar problems, as it creates more flexible mental representations, whereas rote learning of facts discourages transfer. Transfer is fostered when general principles of reasoning are taught together with self-monitoring practices and potential applications in varied contexts. Training in reasoning and critical thinking is only effective for transfer, when abstract principles and rules are coupled with examples. Transfer is promoted when learning takes place in a social context, which fosters generation of principles and explanations. Transfer improves when learning is through co-operative methods, and where there is feedback on performance with training examples. The specificity of the context in which principles are learned reduces their transfer. Transfer is promoted if learners are shown how problems resemble each other, if they are expected to learn to do this themselves, if they are aware of how to apply skills in different contexts, if attention is directed to the underlying goal structure of comparable problems, if examples are varied and are accompanied by rules or principles (especially if discovered by the learners), and if learners’ self-explanations are stimulated. Learning to use meta-cognitive strategies is especially important for transfer.     

从认知语用角度探讨话语标记语的语境构建功能

从认知语用观点出发,交际的过程也就是语境构建的过程,话语标记语在语境构建中起着明示导向与限制制约的作用,一方面明示认知假设,对语境构建具有提示功能;另一方面限制语境假设的选择,对语境构建具有制约作用,从而帮助听话人构建说话人所期待的认知语境,减少听话人在话语理解时花费的努力,获得说话人期待的语境效果。     

信息技术与课程整合的问题与策略

通过信息技术与课程发展的关系,阐述了信息技术和课程整合的目标与内涵、信息技术在各学科教学中作为认知工具使用的具体表现形式以及推进信息技术在各学科教学的关键点与实际实施过程。     

论图式理论在大学英语听力教学中的运用

本文从图式理论的角度认识听力理解的本质、过程和影响因素,从而研究积极可行的大学英语听力教学模式。     

旨在培养解决问题的高层次能力——马扎诺认知目标分类学详解

马扎诺认知目标分类学是其“新教育目标分类学“的重要组成部分。本文介绍了马扎诺认知目标分类学中知识系统和认知系统的要义及其相互作用。知识系统分为信息、心理过程和心理动作过程;认知系统分为提取、领会、分析和知识运用,两个系统相互作用的要旨在于培养学习者解决问题的高层次能力。马扎诺认知目标分类学从人的行为模式出发整体考虑学习的机制,贯穿了一条重视学习者思维能力和自我调节能力的主线,视角独特、务实精准。