元极堂三元场对501水萝卜生长及增产的影响

实验证明，经元极堂三元场处理８ｄ的５０１水萝卜，可提高出苗率，促进幼苗生长，增进植株根，叶发育，提高整株及根菜的产量和净菜率，且能增加根菜的Ｖｃ含量，减少粗纤维量，从而提高菜的品质。     

成都武侯祠的文学鉴赏教学思考

成都武侯祠是四川旅游景点中非常具有代表性的人文景观,也是四川导游考试中经常涉及的景点。在中职导游教学中,采取文学鉴赏的方式能让学生更全面地了解武侯祠,更生动地讲解武侯祠,并且有利于学生的整体素质提高,也是将文学鉴赏融入导游教学的一个实例。     

台湾藏吴氏丛书堂抄本《陆士龙文集》叙录

台湾“国家”图书馆所藏明长洲吴氏丛书堂抄本《陆士龙文集》十卷本,为大陆图书馆所未见。此抄本乃明吴宽据宋本抄录,且流传有序,版本可靠。与今存之明代项元汴重装之宋本《陆士龙文集》和陆元大翻刻之宋本《晋二俊文集》皆有差异,其校勘价值颇高。且台湾所藏之抄本,有清韩应陛手校题记,勘正讹误,更增加了抄本校勘价值。     

基于单片机的单相电机调速系统

以单相电机速度为控制对象,采用STC89C51单片机为控制核心,设计了一套单相电机调速器控制系统。系统采用锯齿波产生脉冲作为双向晶闸管的触发信号,通过控制双向晶闸管的导通角调节电机的端电压,从而实现电机调速。     

徽州古戏台聚福堂建筑形制分析

由现存的11座徽州古戏台共同构成的"祁门古戏台群"为全国重点文物保护单位,聚福堂就是其中重要的组成部分。聚福堂古戏台继承了祁门古戏台"祠内戏台"的典型建筑布局形式,属于活动式戏台,其在建筑形制上更是继承了徽派建筑形制特点。由聚福堂古戏台建筑布局形式入手,分析了古戏台的建筑形制特点及其典型价值特征,探讨了徽州古戏台的保护思路。     

The Royal Statistical Society Schools Lecture 2004: ‘Lies and Statistics’, Part 2

This article concludes the serialization of the Royal Statistical Society's Schools Lecture for 2004, on ‘Lies and statistics’.     

Teacher verbal behavior following student success and failure

Undergraduate subjects taught identifying traits of animals (fish, reptiles, amphibians, mammals) to a fifth grade student confederate over a microphone. Subjects were randomly assigned to one of four conditions in which they failed (F) or succeeded (S) in teaching five animal comparison problems. The four conditions were (a) F, S, S, S, S; (b) F, F, F, S, S; (c) S, F, F, F, S; and (d) S, S, S, F, S. The teaching sessions were tape recorded and analyzed for Teaching Time, Word Rate, and Voice Amplitude. Analyses revealed increased Teaching Time and decreased Word Rate following failure. Voice Amplitude increased across teaching sessions independent of success or failure. Findings were interpreted as more consonant with frustration-aggression than frustrative nonreward energizing theory.     

Effects of administrative scheduling and directions upon student ratings of instruction

Using temporal proximity of instructor/course evaluations to critical in-course events, together with psychological set provided via directions, the present investigation sought to assess (1) the appropriateness of within-course time-series analyses for instructor ratings, and (2) the potency of inducing rater perceptions of the rating process as an interactive variable in course evaluations. A 2 × 2 (temporal proximity by psychological set) factorial design used students enrolled in two sections of an undergraduate course in educational psychology as subjects. Using both midterm and final examination time periods as data collection points, the results of this investigation suggested that preexamination instructor/course evaluations tend to be more favorable than postexamination evaluations, and that a specific positive psychological set prior to evaluations tends to produce more favorable evaluations than very general, brief instructions.     

Contextual cues and depth of processing in short prose passages

Two experiments compared context and depth-of-processing strategies applied to the learning of short aurally presented prose passages. In the first study, contextual orientation led to significantly higher recall than a continue-paragraph condition, and both strategy groups performed significantly better than a nonstrategy control group. In the second experiment, continuing paragraphs was superior to generating contextual theme statements, with both strategies again superior to the controls. These results were discussed in terms of the ways in which processing demands effect memory for connected discourse.     

A historical overview of educational psychology

A historical review of educational psychology might improve understanding of current status and problems. Before American development of the field, the Greeks, Juan Vives in the 16th century, and Pestalozzi and Herbart in the 19th century applied psychological views to educational problems. Despite the absence of scientific psychology in 19th century America, normal schools offered courses purporting to be psychological in content; these courses were supported by textbooks on the subject. James began, and Thorndike developed, the discipline that by the mid-1920s had assumed much of its current form. Journals and academic departments appeared in the first quarter of the century also. The continuing search through the middle of the century for a satisfying professional organization reflected educational psychology's difficulties in establishing an identity. It is not clear even today that the field has “crystallized,” as one writer described it in the 1920s.