从缩略语看转喻的认知功能

转喻的研究经历了从传统的修辞学阶段到现代的认知语言学阶段。拟从转喻映射的文化依赖性角度出发．以缩略语为饲。来透视概念转喻的认知功能。     

Optimal cognitive distance and absorptive capacity

In this paper we test the relation between cognitive distance and innovation performance of firms engaged in technology-based alliances. The key finding is that the hypothesis of an inverted U-shaped effect of cognitive distance on innovation performance of firms is confirmed. Moreover, as expected, we found that the positive effect for firms is much higher when engaging in more radical, exploratory alliances than in more exploitative alliances. The effect of cumulative R&D turns out to be mixed. It appears to increase absorptive capacity, as expected, but there is clear evidence that it also reduces the effect of cognitive distance on novelty value, making it increasingly difficult to find additional novelty.     

Effects of worked examples, example-problem, and problem-example pairs on novices’ learning

Research has demonstrated that instruction that relies more heavily on example study is more effective for novices’ learning than instruction consisting of problem solving. However, ‘a heavier reliance on example study’ has been implemented in different ways. For example, worked examples only (WE), example-problem pairs (WE-PS), or problem-example pairs (PS-WE) have been used. This study investigated the effectiveness of all three strategies compared to problem solving only (PS), using electrical circuits troubleshooting tasks; participants were secondary education students who were novices concerning those tasks. Based on prior research, it was hypothesized and confirmed that WE and WE-PS would lead to lower cognitive load during learning and higher learning outcomes than PS. In addition, the open questions of whether there would be any differences between WE and WE-PS, and whether there would be any differences between PS-WE and PS were explored. Results showed no differences between WE and WE-PS or between PS-WE and PS. This study can inform instructional designers on which example-based learning strategies to implement: it does not seem necessary to alternate example study and problem solving, but when doing so, example-problem pairs should be used rather than problem-example pairs.     

论元构架与中动词

认知语言学认为,语法尤其句法不是自主的,而是与人的认知方式和人们的直接经验密切相关。本文分析了Goldberg的论元构架里动词语义框架和论元结构的整合、构架与构架的承接关系,进而用论元构架里的网络关系浅析了中动词的用法。     

The role of teachers’ cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension

This study analysed the reading lessons of 35 Hong Kong Grade 2 Chinese teachers to investigate whether their instructional practices were related to their students’ motivation and reading comprehension scores. The reading lessons of the teachers were analysed according to the five dimensions of the Motivating Instructional Context Inventory. Students’ subjective reports on their motivation and their teachers’ teaching performance, and their reading comprehension scores were collected. Hierarchical linear modelling showed that students tended to have better reading comprehension scores when their teachers provided more cognitive support and used more motivating instructional practices to motivate them to read.     

Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system

The present research investigated whether immediate metacognitive feedback on students’ help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students’ help-seeking behavior correlated with other independent measures of help seeking, and that the Help Tutor improved students’ help-seeking behavior while learning Geometry with the Geometry Cognitive Tutor. Study 2, with 67 students, evaluated more elaborated support that included, in addition to the Help Tutor, also help-seeking instruction and support for self-assessment. The study replicated the effect found in Study 1. It was also found that the improved help-seeking skills transferred to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect. Implications for metacognitive tutoring are discussed.     

Differential effects of problem-solving demands on individual and collaborative learning outcomes

The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples, which needed to be studied or the equivalent problems, which needed to be solved. Because problem solving imposes a higher cognitive load for novices than does studying worked examples it was hypothesized that learning by solving problems would lead to better learning outcomes (effectiveness) and be more efficient for collaborative learners, whereas learning by studying worked examples would lead to better learning outcomes and be more efficient for individual learners. The results supported these crossover interaction hypothesis. Consequences of the findings for the design of individual and collaborative learning environments are discussed.     

Children neglected: Where cumulative risk theory fails

Neglected children, by far the majority of children maltreated, experience an environment most deficient in cognitive stimulation and language exchange. When physical abuse co-occurs with neglect, there is more stimulation through negative parent–child interaction, which may lead to better cognitive outcomes, contrary to Cumulative Risk Theory. The purpose of the current study was to assess whether children only neglected perform worse on cognitive tasks than children neglected and physically abused. Utilizing LONGSCAN archived data, 271 children only neglected and 101 children neglected and physically abused in the first four years of life were compared. The two groups were assessed at age 6 on the WPPSI-R vocabulary and block design subtests, correlates of cognitive intelligence. Regression analyses were performed, controlling for additional predictors of poor cognitive outcome, including socioeconomic variables and caregiver depression. Children only neglected scored significantly worse than children neglected and abused on the WPPSI-R vocabulary subtest (p = 0.03). The groups did not differ on the block design subtest (p = 0.4). This study shows that for neglected children, additional abuse may not additively accumulate risk when considering intelligence outcomes. Children experiencing only neglect may need to be referred for services that address cognitive development, with emphasis on the linguistic environment, in order to best support the developmental challenges of neglected children     

从建构主义与行为科学的视角探析信息检索

依据当下信息检索过多关注工具的学习和技术的研究,而对信息检索主体的知识构建和行为认识关注甚少,致使信息检索的重心取向日益脱离了检索能力的培养,未意识到检索能动性对信息检索的实际效益。文章从知识建构和行为科学的角度论述了作为检索主体—人在信息检索中所应具备的建构知识和成熟行为对检索能力获取的主导作用,以及产生检索能动性所不可或缺的先决性条件,使人本身主动去发起信息检索行为,并充分意识到信息检索的泛在存在。     

小学数学支持环境之3C模型构建研究——基于认知工具的研究视角

针对目前信息技术与小学数学课程整合缺乏有效认知工具的现状,该文在对小学数学知识内容进行分析的基础上,通过知识建模的方法对小学数学一至六年级的十二册教学内容进行了系统梳理,归纳出有效支持小学数学学习的认知工具所需具有的八大功能,并在此基础上构建了基于认知工具研究视角的小学数学支撑环境之3C模型。