基于结构洞理论的个人人际网络分析系统研究

企业行动者个人人际网络中的结构洞可以为行动者带来信息与控制优势,从而有利于组织创新以赢得竞争。本文正是以结构洞理论为基础,研究了一个计算机辅助的个人人际网络分析系统。该系统运用矩阵分析算法和网络图技术,通过分析现实竞争环境中企业行动者的个人人际网络结构,识别网络中的结构洞并提交分析报告,能辅助企业行动者利用其人际网络和结构洞优势来获取更有效的信息资源,从而不断实现各方面创新,为企业赢得竞争优势。     

Effects of word and morpheme familiarity on reading of derived words

The purpose of this study is to examine factors that influence students’ reading of derived words. Recent research suggests that the lexical quality of a derived word depends on the familiarity of the word, its morphemic constituents (i.e., base word and affixes), and the frequency with which the base word appears in other words (i.e., members of the same word family or family frequency). On the premise that better and more experienced readers have higher quality lexical representations, we explore the extent to which accuracy of reading derived words by 4th and 6th graders is related to measures of familiarity, including derived and base word frequencies, family size, average family frequency, and word length. The results of an exploratory factor analysis indicated that these measures formed two factors, one representing morphemic constitution and the second representing exposure to the word family; both factors accounted for significant variance in the students’ derived word reading. Comparisons of sets of derived words contrasted on familiarity properties showed that performance on derived words, overall, is better for 6th than 4th graders and for good than poor readers. On the measures of family frequency and family size, there were significant discrepancies between grade level and reading ability and frequency characteristics. These add support to the view that morphemic analysis and wide reading experience contribute to derived word reading.     

External and internal representations in the acquisition and use of knowledge: visualization effects on mental model construction

This article investigates whether different formats of visualizing information result in different mental models constructed in learning from pictures, whether the different mental models lead to different patterns of performance in subsequently presented tasks, and how these visualization effects can be modified by further external representations during task performance. A total of 80 university students learned from an illustrated text different day times and different dates exist simultaneously on the earth. One half of the participants received the text combined with pictures visualizing the earth as a kind of carpet (carpet pictures), whereas the other half received the text combined with pictures visualizing the earth surface as a circle (circle pictures). After learning, the participants received a test including different kinds of tasks. In both visualization groups, one half of the participants solved the tasks with an additional external representation, whereas the other half solved the tasks without an external representation. The findings indicate that the form of visualization affects the structure of mental models. Different structures of mental models result in different patterns of performance, when individuals solve tasks based only on their mental representations acquired during their previous learning. However, these effects decrease, when further external representations are made available to the learners. The findings are discussed within a broader framework of learning with multiple external representations.     

Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration

This study investigated whether text-picture integration is facilitated when text and pictures are presented simultaneously instead of sequentially. Participants memorized general and specific sentences and pictures. It was expected that due to text-picture integration, participants should falsely recognize specific versions of the sentences and pictures even after having studied only their general versions before. Sentences and pictures were presented simultaneously or sequentially with the picture either preceding or following the corresponding sentence. Contrary to expectations, text-picture integration was only observed for picture recognition and was not influenced by temporal contiguity. Findings are explained by the use of simple materials that did not sufficiently tax working-memory capacity to allow for any benefit of a simultaneous text-picture presentation to occur.     

论幼儿自言自语的自我调节作用

幼儿自言自语由于涉及幼儿自我调节的发展这一重大问题,一直为心理学家和教育学家们所关注。从上个世纪20年代开始,发展心理学的两位大师——皮亚杰(Piaget)和维果茨基(Vygotshy)就对这一问题作过深入系统的探讨,他们的思想仍然是当前对自言自语研究的思想和灵感的重要来源。近20年来,有关幼儿自言自语的大量研究倾向于支持维果茨基的理论假设。各种横向和纵向研究都表明,在问题解决情境中,自言自语一贯遵循从可听见的外部言语向较为内化的、不出声的言语转化这样一个发展顺序。自言自语在儿童心理发展特别是在儿童认知发展上具有重要的价值,是所有儿童认知发展过程中一个必不可少的组成部分。     

Let’s Draw a Picture

In an undergraduate analysis course taught by one of the authors, three prompts are regularly given: (i) What do we know? (ii) What do we need to show? (iii) Let’s draw a picture. We focus on the third prompt and its role in helping students develop their confidence in learning how to construct proofs. Specific examples of visual models and their impact on student work are presented.