Unravelling the influence of cognitive style on Chinese students’ classroom behaviours: the mediating effects of the structure-oriented/depth-oriented learning approach

This study was designed to investigate how cognitive style affects Chinese students’ learning behaviours in the classroom. A concept labelled as the structure-oriented vs. depth-oriented learning approach was constructed, and its mediating effects in the link between cognitive style and learning behaviour were proposed and examined in this study. Three measures assessing cognitive style, learning approach and learning behaviour in the classroom were administered to 332 undergraduates recruited from two large public universities in China. The results of data analyses revealed that Chinese students tended to be more holistic in cognitive style, and holistic style significantly predicted learning behaviour. It was also found that the structure-oriented learning approach significantly mediated the association between holistic style and learning behaviour. The findings were, in general, supportive of the major assumption of this study that cognitive style plays a role in explaining the behavioural traits presented by Chinese students in the classroom.     

Social presence and virtual collaborative learning processes in higher education / Presencia social y procesos de aprendizaje colaborativo virtual en educación superior

The concept of social presence proposed in studies on communities of inquiry has highlighted both the importance and the challenges of integrating aspects such as affective and relational expressions among team members while solving collaborative learning tasks, in order to advance in a global comprehension of learning processes. This paper presents a theoretical and methodological proposal for tackling this issue from a socio-cultural perspective by analysing the participants’ discourse in relation to expressions of self-competence (at an individual and group level) concerning the task and group cohesion (task cohesion and social cohesion). This proposal’s potential is illustrated by the empirical results of a case study that analyses social presence during a collaborative work task by university students using the Moodle learning platform.     

语言单位转喻和语言单位整合--也谈概念隐喻、概念转喻及概念整合的区分

认知视角下存在着语言单位转喻和语言单位整合这两种认知操作;概念隐喻同概念转喻的目的不同;概念隐喻和概念整合区分的关键在于弄清说话人欲表达的概念为何;概念隐喻建构出的认知场景较原本稍有“夸张”,而概念整合建构的认知场景则太过“夸张”,一般不存于现实世界,仅存于想象世界。     

Pedagogical Practices and Support Systems of Inclusion: Empirical Evidence from Chinese Societies

China has a massive population of children with disabilities. To address the special needs of these children, special/inclusive education in China has developed dramatically since the early 1980s onwards. This Special Issue puts together seven empirical studies emerging from the Chinese societies. These studies analyse inclusive discourses embedded in the education policy documents; scrutinise professional competence of inclusive education teachers; evaluate inclusive education practices in physical education, mathematics education, and job-related social skills education provided to students with disabilities; debate the required in-class support for inclusive education teachers; and discuss the social attitudes towards people with disabilities. The foci, methods and theories vary across the seven studies, while their aims converge. These studies are seeking best possible approaches and best available resources that facilitate inclusion. Knowledge built and lessons learned from these studies will provide implications for future inclusive education practices in China and beyond.     

Children’s and adolescents’ thoughts on pollution: cognitive abilities required to understand environmental systems

Pollution phenomena are complex systems in which different parts are integrated by means of causal and temporal relationships. To understand pollution, children must develop some cognitive abilities related to system thinking and temporal and causal inferential reasoning. These cognitive abilities constrain and guide how children understand pollution processes. Hence, ascertaining whether changes among children’s ideas of pollution are related to system thinking and inferential reasoning abilities could be useful in improving environmental education. Eighty participants between 9 and 16 years old were interviewed to evaluate how children explain different aspects of pollution-related systems. From the explanations found in these interviews, three progressive epistemic structures were reconstructed. The three epistemic structures differ in the type of causal and temporal relationship established by the participants and in the mechanisms that the participants used to relate the pollutant to its effects.     

当代大学生认知特点与思政教育创新模式浅谈

自从我国实施改革开放政策以来,国民生活格局便产生翻天覆地的变化,社会价值观念正朝着多元形态架构过渡,特别是当代大学生群体,其思想政治观念能够有效衔接传统价值观念与创新形式的思政教育规则。然而,现实中大学生行为习惯的引导问题仍旧较多,这就需要透过基础教育方式挖掘更宽广的路径,以此作为高校辅导员新的教育思路与骨干力量的新标识。本文具体结合当代大学生认知特征开展思政教育创新任务,从中提炼出更多价值观指导性建议,为后期标准素质化人才供应积累适应实力。     

高职高专人力资源管理专业实训教学研究——基于构建主义学习理论

建构主义学习理论主张学生为主体、学生自主建构知识技能的教学理念和教育模式,在高职教育教学改革中越来越受到广泛亲睐,通过以企业调研为载体的人力资源管理专业的实训教学,探索如何把建构主义学习理论更好的融入高职教学中来。     

认知失调与运动员自我损耗:自我肯定的补偿作用

探讨认知失调对运动员自我损耗可能存在的影响作用,同时,检验价值肯定与属性肯定对自我损耗的补偿作用及自我概念清晰性的中介效 应。采用自我损耗双任务范式进行试验研究,分别由60 名运动员先完成5 min 认知失调任务,然后分别完成5 min 价值肯定和属性肯定,最后完成 Stroop 任务。结果发现,认知失调较无认知失调在Stroop 任务不一致反应时上表现更差,表明认知失调使运动员产生了自我损耗。自我肯定对自我损 耗补偿作用的研究发现：在认知失调情况下,价值肯定相对于属性肯定和无肯定在Stroop 任务一致和不一致错误数上出现更少的错误数,属性肯定 和无肯定在这2 个任务成绩上差异不显著;在无认知失调情况下,不同自我肯定对自我损耗均无补偿作用。表明,价值肯定对认知失调产生的自我损 耗具有补偿作用。进一步研究发现,自我概念清晰性在价值肯定与自我损耗间起部分中介作用,即价值肯定部分通过提高自我概念清晰性减少自我 损耗。     

上、下楼梯时认知任务介入对下肢协调性影响的研究

目的：探讨上、下楼梯时附加认知任务,年龄差异（组间）及任务难度（组内）对步态时空及下肢关节协调参数的影响。方法：18位健康老年人为老年组,18位健康大学生为年轻组,各组内均为9男9女,依次接受认知任务测试、上、下楼测试（单任务）及上、下楼合并认知任务测试（双任务）。结果：认知任务方面,两种任务情境下各年龄组上楼回答次数皆显著多于下楼。步态参数方面,两种任务情境下年轻组相对于老年组,以及各年龄组在单任务情境下相对于双任务,皆呈现较短步行时间、较快步行频率、速度及较大步行长度的情形。下肢协调性方面,年轻组上楼过渡时摆动期的膝‐踝协调稳定度在双任务下较单任务差,而处于双任务情境下,年轻组上楼过程中支撑期的膝‐踝协调稳定度比老年组差;年轻组下楼过程中摆动期的髋‐膝协调稳定度在ST 和DT 中都比老年组差,老年组膝‐踝协调稳定度比年轻组差,下楼过渡时,年轻组支撑期髋‐膝协调稳定度在两种任务情境下皆比老年组差。结论：老年人和年轻人会根据任务难度来选择是否专注于认知任务上,此外年轻人因有足够下肢肌力控制而采取较大胆动作策略,导致其上下楼梯时下肢协调稳定度较差,而老年人则趋向选择较保守的策略来维持下肢关节协调稳定度。     

认知语言学研究的逻辑缺陷

认知语言学研究在逻辑上存在着一定缺陷。宏观上看,从作为论据的语言现实中推导出论点,又用论点来解释作为论据的语言,属于循环论证的关系。微观上来说,把不完全归纳论证得到的结论假设为真,作为演绎论证的前提,其论证可能是无效的。另外,认知语言学的几个主要的具体观点也存在逻辑问题。