基于认知观点的信息检索交互模型

基于情报学认知观点的信息检索交互研究是信息检索研究的一个重要领域。信息检索模型相当复杂,各类生产者、中介和用户的认知结构发生交互,影响着信息检索过程。图3。参考文献5。     

情报检索研究的理性主义传统与认知观点

情报检索研究的理性主义传统与认知观点邹永利ＡＢＳＴＲＡＣＴＷｉｔｈＧｒａｎｆｉｅｌｄｅｘｐｅｒｉｍｅｎｔａｓａｒｅｐｒｅｓｅｎｔａｔｉｖｅ,ｔｈｅｐｈｙｓｉｃａｌｐａｒａｄｉｇｍｏｆｒｅｓｅａｒｃｈｏｆｉｎｆｏｒｍａｔｉｏｎｒｅｔｒｉｅｖａｌｆｏｃｕ...     

论语用能力及其培养策略

阐述语用能力、语用失误等相关概念，探讨加强语用能力培养的途径，并结合大学英语教学实际提出一些教学设想。     

Teachers using learning styles: Torn between research and accountability?

The proliferation of instruments reporting learning/cognitive style with school pupils is of particular interest, because most research on them focuses on applications in higher education, training and the adult workplace, where criticisms of their integrity, reliability and validity have been significant. This study examines two such popular instruments in highly effective schools in England, UK. Neither instrument demonstrated reasonable internal consistency or results according with theoretical constructs. Concerns about their usefulness in these contexts are explored. Reasons provided by faculty for their use were: face validity; external inspection; professional accountability; institutional policy; the legacy from initial training; established classroom practice.     

Cognitive validity of students’ self-reports of classroom mastery goal structure: What students are thinking and why it matters

Cognitive interviews were employed to systematically examine the cognitive validity of self-report survey items extensively used to assess classroom mastery goal structure. In a sample of elementary and middle school students, items were identified that functioned according to their intended meaning and those eliciting less accurate interpretations as conceptually defined by mastery goal structure cognitive validity criteria. Evidence suggested that items framed to focus on students’ teachers (i.e., teacher goals) were more cognitively valid than were items that focused students on their classroom context. Items with abstract terms yielded less accurate interpretations. We discuss implications of determining the cognitive validity of scales used to assess achievement goal structure and related self-report instruments.     

应用掌上电脑支持科学探究及学生的认知发展

文章提倡应用掌上电脑(Handheld Computers)作为认知工具(Cognitive Tools)来支持中小学生的科学探究(Inquiry)活动及认知发展。文章首先对计算机认知工具的内涵及相关界定进行了分析;探讨了掌上电脑在中小学生科学探究中的应用价值;并就计算机认知工具支持中小学生科学探究活动的国际和国内相关研究做了回顾;然后结合案例对国内外基于掌上电脑的科学探究及学生认知发展研究特点做了分析,为国内相关研究提供借鉴。     

基于相似学习风格的资源分类和推荐服务

通过研究学习者的学习风格和影响学习风格的因素,根据学习风格的种类对资源进行基于学习对象的分类,把丰富繁杂的学习资源个性化地组合起来;然后综合用户的访问事务,进行基于代理模式和聚类算法的推荐服务;最后根据用户的反馈和评价对现有系统进行完善和改进。     

韦氏儿童智力测验与认知评估系统对轻度智力障碍儿童测试的比较分析

为探讨韦氏儿童智力测验与CAS认知评估系统之间的关系,对37名轻度智力障碍儿童进行韦氏儿童智力测验和CAS测试.结果显示:轻度智障儿童韦氏儿童智力测验的总分与CAS全量表分极其接近,二者无显著差异;CAS全量表分与韦氏儿童智力测验总分、言语智商、操作智商呈显著相关;在CAS测量的四个认知过程中,注意和计划是轻度智障儿童的最薄弱环节;多元回归分析显示,CAS全量表分对学习成绩有显著预测作用.结论:CAS认知评估系统能客观地反映轻度智力障碍儿童的智力水平和特点,为智力研究提供了一个新的视角.     

对我国优秀田径运动员认知风格的现状研究

通过采用测量法、数理统计等方法,对参加2006年全国田径锦标赛的我国各省、直辖市、自治区的高水平田径运动员共93人进行调查研究,研友我国高水平田径运动员认知风格的现状、影响因素及运动员的认知风格与所从事的项目、竞技水平的关系,从而为运动员的选材和训练提供依据．研究结果表明：我国高水平的田径运动员个体差异较大;在性别、文化程度、运动等级、训练年限等因素上没有显著差异,在运动项目上具有显著性差异．     

认知学徒制在“推理与专家系统”教学中的应用

"推理与专家系统"是高中新课标《人工智能初步》选修模块中的三个主题之一,该主题的教学与认知学徒制的知识观、技能观有着密切的联系。探讨认知学徒在"推理与专家系统"教学中的可行性及其实施过程,能为中学信息技术的一线教师开展该主题的教学提供借鉴与参考。