Assessing dyslexia in Finnish high-school students: a pilot study

A pilot study concerning Finnish dyslexics at senior high school (lukio), for 16–19-year-olds, is reported. The phonological processing deficit was assumed to underlie dyslexia in these late teenage subjects. The regular nature of Finnish orthography was taken into consideration. Four tasks were introduced to a total of 32 students, of whom 15 were dyslexics and 17 were controls. The controls outperformed the dyslexics on three tasks: text recoding, pseudoword recoding and pseudoword spelling. On the text spelling task, both groups performed equally well. In the correlational analysis of all subjects, both recoding tasks showed high correlations with selfestimated school achievement in language-related subjects. The recoding time appeared to be more important than the number of reading errors. These preliminary results suggest that the three tasks, capable of discriminating dyslexics, might be useful in the development of an adult dyslexia test in Finnish.     

The Commonalities and Dissonances Between High-School Students' and Their Science Teachers' Conceptions of Science Learning and Conceptions of Science Assessment: A Taiwanese sample study

The main purpose of this study was to concurrently investigate Taiwanese high-school students' and their science teachers' conceptions of learning science (COLS) and conceptions of science assessment (COSA). A total of 1,048 Taiwanese high-school students and their 59 science teachers were invited to fill out two questionnaires assessing their COSA and COLS. The main results indicated that, first, although a handful of different patterns occurred, students and teachers were found to have similar COLS–COSA patterns. In general, students and teachers with COSA as reproducing knowledge and rehearsing tended to possess lower-level COLS, such as learning science as memorizing, testing, and calculating and practicing. In contrast, if students and teachers viewed science assessment as improving learning and problem-solving, they would be prone to regard science learning as increase of knowledge, applying, and understanding and seeing in a new way. However, the students' conceptions did not align with those of the teachers' in certain aspects. The students tended to regard science learning and assessment at a superficial level (COLS as ‘memorizing’, ‘testing’, and ‘calculating and practicing’ and COSA as ‘reproducing knowledge’), while the teachers’ conceptions were at a more sophisticated level (COLS as ‘application’ and ‘understanding and seeing in a new way’ and COSA as ‘improving learning’). It is evident that a dissonance exists between the students' and teachers' COLS and COSA. Based on the results, practical implications and suggestions for future research are discussed.     

Stereotype Threat and Women's Performance in Physics

Stereotype threat (ST), which involves confirming a negative stereotype about one's group, is a factor thought to contribute to the gender gap in science achievement and participation. This study involved a quasi-experiment in which 312 US high school physics students were randomly assigned, via their classroom cluster, to one of three ST conditions. The conditions included an explicit ST condition, an implicit ST condition, and a nullified condition. Results indicated that males in all three conditions performed similarly on a set of physics problems. Females in the nullified condition outperformed females in the explicit ST condition and females in the implicit and explicit conditions performed similarly. Males performed better than females in the implicit and explicit ST conditions, but male and female performance on the physics problems was not significantly different in the nullified condition. The implications of these findings for physics instruction and future research on gender differences in physics and ST in science are discussed.     

Effects of a Collaborative Science Intervention on High Achieving Students’ Learning Anxiety and Attitudes toward Science

This study investigated the effects of a collaborative science intervention on high achieving students’ learning anxiety and attitudes toward science. Thirty‐seven eighth‐grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20‐week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty‐eight eighth‐grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants’ learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow‐up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided.     

软判决协作频谱感知的最优判决门限(英文)

为了获得认知无线电系统更高的频谱利用效率,基于最小总错误概率准则推导了软判决协作频谱感知最优判决门限的闭合表达式,并且分析了各种频谱感知参数对最优判决门限的影响.理论分析表明,所提出的最优门限可以获得虚警概率和漏检概率2种性能指标的折中.从仿真结果可以看出,平均信噪比和软判决方案对最优判决门限影响较大,而样本数量对最优的判决门限几乎无影响.对于MRC和MDC两种软判决方案,随着协作用户数量的增加,最优判决门限值随之增加并且趋近于某一极限值.而对于EGC软判决方案,协作用户数对其最优门限值影响很小.     

蓄电池双向高频充放电装置研究

蓄电池双向高频充放电装置在储能中应用广泛,成为近年来研究的热点。该装置由双向高频半桥DC-DC拓扑电路和PWM整流器构成。介绍了该装置的组成及原理,对双向高频半桥DC-DC拓扑和控制方式,以及PWM整流器的控制部分进行了分析,最后得出基于实验平台的相关波形。     

我国新能源汽车发展利弊因素分析及前景展望

新能源汽车的发展是当前我国经济发展的政策之一,政府的推动、油价成本的上升、产业竞争与合作等有利因素加速了我国新能源汽车产业的发展,同时也面临着技术不成熟、配套设施不完善等不利因素。在能源和环保的压力下,新能源汽车无疑将成为未来汽车的发展方向。     

电视娱乐节目的价值引导与文化鼓励功能——以湖南卫视《我是歌手》为样本进行言说

湖南卫视＂领SHOW2013＂的开篇之作《我是歌手》开播以来,叫好又叫座,原因在于其既富有观赏性,又兼具价值引导与文化鼓励的功能。主要体现在其迎合受众的心理需求,重在展现人性的善良美好;重新建构了关于成功的集体认同,消解了以往片面的成功观;致力打造偶像全面的人格魅力,树立了正确的偶像观;激活了集体无意识下的怀旧审美,直击受众心灵。这些对其他电视娱乐节目的借鉴意义在于,作为成功电视娱乐节目的共同标准,价值引导与文化鼓励的内涵可以理解为：能够消解和扭转当前社会的不良风气和思想趋向;能彰显真善美和展示人性的光辉;能够顺应受众需求及调试受众心理;能唤起民众内心深处的美好情感以及传递正能量。     

组合压气机中尾迹与势流同频/异频干涉的叠加特性

为揭示多级压气机中上下游叶轮对中间叶片叠加气动影响特性,阐述不同叠加干涉情况下下游叶轮进气角度变化,采用数值方法模拟了一级轴流和一级离心组成的组合压气机非定常流场。详细讨论了上游动叶尾迹和下游动叶势流对中间导流叶栅段气流非定常流动的异频和同频叠加干涉特性,依据计算结果,直观地展示了静叶通道中两种干涉间相互激励和抑制作用的位置和时间,与数学公式的推导结果相互印证。研究结果表明:当上下游动叶对中间静叶段异频干涉时,干涉的激励、抑制区域的轴向位置随时间发生变化;当上下游动叶对中间静叶干涉频率相同时,干涉的相互激励、抑制区域的轴向位置不随时间发生变化,但干涉的激励、抑制区域的轴向位置受时序位置影响。另外,上游动叶尾迹与下游离心叶轮势流的不同叠加情况,决定着下游离心叶轮进口相对气流角的大小及波动幅值。 