文化教学的必然性及其语境化教学策略

从多学科、多视角的研究入手，探讨社会文化因素在语言教学(含外语教学)中的作用，从而揭示了在语言教学中进行文化教学是社会发展的必然结果。根据我国国情，文化融入是大多数外语教师首选的方法，而文化教学采取语境化教学策略是一条可行的路子，并得到相关语言学理论的支持。     

前瞻记忆的影响因素

前瞻记忆是对预定事件或行为的记忆,是一种指向来来活动的记忆。最近二十年来,前瞻记忆一直是认知心理学研究的前沿和热点问题之一,其影响因素一直是研究者关注的重要方面。研究者主要从年龄因素、靶线索特征、进行中任务与前瞻记忆任务的匹配性、延时间隔等方面对前瞻记忆影响因素进行了研究。但是由于前瞻记忆加工过程的复杂性以及研究设计等的不同,研究结果并不一致。     

跨文化交际中的语境观

跨化交际行为活动，是言语符号与非言语符号的交往过程，更是语境对其信息、意义在主体间互动的制约导向过程。本正是从语境的本体性认识来试图诠释“互境暗示”、“定位推理”和“语用连贯”是提高跨化交际质量的关键因素。     

Creating first-year assessment support: lecturer perspectives and student access*

While online courses provide opportunities for a range of assessment tools and resources, little is known about how lecturers might best provide assessment cues to support diverse cohorts. This study explored how lecturers communicate messages about assessment expectations to first-year students in two courses at an Australian regional university (Nursing, n = 323; Engineering, n = 153), and how students accessed the assessment resources. A comparative case study methodology was used. Data included interviews with course coordinators to identify the assessment cues provided, course online content related to assessment and data recording student access of assessment resources. Diverse messaging systems were observed and verbal and written cues were abundant and embedded throughout both courses; however, not all students accessed all cues. What remains unclear is how students might bring together these cues in a productive way. Further research must explore the extent to which students can be better supported to improve their learning.     

运动员注意返回抑制的初步研究

随着注意研究的深入,返回抑制(IOR)已经成为进一步深入研究、探测大脑信息加工的抑制功能的重要途径,但运动心理学领域却很少有相关报道。采用2×3×3×2混合设计对运动员的返回抑制特点进行初步探讨,组间变量为被试组别(运动员和普通大学生),组内变量依次为外周线索概率(20%,50%,80%)、SOA(线索化开始到靶子出现的时间间隔)(200,400,700毫秒)和靶子出现的位置(线索化位置,非线索化位置)。实验表明,运动员比普通大学生拥有更强的返回抑制能力,他们能在较短SOA里较快出现IOR特征,抑制效应非常显著。两组被试的反应均受线索概率的影响,线索概率越低,IOR越早出现,说明被试能形成较好的认知策略来调整自己的注意资源分配。     

音乐教学中实施美育的策略研究

音乐是基础教育的重要学科,其教学目的不单单在于音乐知识的传授,还要让学生学会欣赏美、品味美和创造美,陶冶学生情操,凸显学科的美育价值。文章对音乐教学中实施美育的策略进行研究,以达到音乐教学目的,充分发挥音乐的育人作用。     

理想主义科学修辞的祛语境化与语境化重建

近现代科学采用祛语态化等修辞手段,反映并展现了理想主义科学观,可称之为理想主义科学修辞。这不能反映科学活动的真实状况,需要结合科学史、科学哲学、科学社会学等的研究成果,重新采用语态化解释等修辞手段,返语境化,尽量还科学真实面貌。不仅如此,复杂性科学、基础应用研究和战略性基础研究的兴起,需要科学修辞的语境化转向：一是更多地走向文学性的语境诉求;二是在科学文本之外,面向社会交往实践,进行外在主义语境修辞。     

引用语境中的线索词分析——以Journal of Informetrics为例

[目的/意义]引用语境是科学论文中包含引用的句子,是对引文的描述性或评价性文字。通过提取和分析引用语境中的线索词,可以了解引用语境的一般特征。[方法/过程]以Journal of Informetrics（JOI）期刊为例,选取人称代词、行为动词和连接词三类常用的线索词,分别计算它们在引用语境中的频次、占比和排序。通过比较各类线索词在引用语境和非引用语境中的存在度,识别引用语境中的常用句型和论证模式。[结果/结论]在JOI期刊中,引用语境主要表现出如下特点：侧重于第一人称和第三人称论述,既展现他人的工作,也展现作者的研究;偏重于研究方法类引用,常用的行为动词为"use"base"和"study";强调通过转折和列举等逻辑方式进行论证,最常用的连接词位"also"和"but"。分析引用语境中的线索词,对于更好地理解科学论文中的引用的功能和动机具有重要的价值和意义。     

The Effects of Social Cues on Confidence Judgments Mediated by Knowledge and Regulation of Cognition

The relationships between knowledge of cognition and regulation of cognition and how they interact to mediate the effects of social cues on confidence judgments were investigated. The participants were asked to read 6 literature texts, answer corresponding multiple-choice comprehension questions, and rate the accuracy of their test performances. Subsequently, they were assigned to 4 different ability groups according to their knowledge and their regulation of cognition, assessed by means of a metacognitive checklist and by accuracy results on the tests, respectively. Knowledge and regulation of cognition conjointly played an important role in predicting performance and the magnitude and accuracy of confidence judgments. However, social cues affected confidence judgments of the participants as a function of their regulatory ability only. Results and educational implications are discussed.     

College students’ credibility judgments and heuristics concerning Wikipedia

This study examined: (1) whether a peripheral cue and subject knowledge influenced the credibility judgments in the context of Wikipedia; and (2) whether certain factors affected heuristic processing in the context of Wikipedia. The theory of bounded rationality and the heuristic-systematic model serve as the basis of this study. Data were collected employing a quasi-experiment and a web survey at a large public university in the Midwestern United States in the fall of 2011. The study participants consisted of undergraduate students from nine courses whose instructors agreed to their participation. A total of 142 students participated in the study, of which a total of 138 surveys were useable. The major findings of this study include the following: a peripheral cue and knowledge influenced the credibility judgments of college students concerning Wikipedia. The effect of a peripheral cue on credibility judgments was not different between those with high versus low knowledge. Finally, perceived credibility was positively related to heuristic processing, but knowledge, cognitive workload or involvement in a topic was not. This study suggests that educators and librarians need to integrate heuristic approaches into their literacy programs, guiding students to effectively use and not blindly accept cues. Wikipedia needs to offer noticeable cues that can help Wikipedia readers assess the credibility of information. The role of perceptions in heuristic processing needs further investigation. Further, this study demonstrates the strength of a peripheral cue on credibility judgments, suggesting that further research is needed when cues lead to effective credibility judgments and when cues lead to biased credibility judgments. Finally, this study provides the suggestion of an integrated model of the theory of bounded rationality and the heuristic-systematic model that can enhance our understanding of heuristics in relation to credibility judgments.