社会负面现象对大学生思想道德和法律素质的影响及对策——兼论对高校思想政治教育品牌的影响

社会转型期的中国,社会负面现象不可避免地有着一定的存在空间,其对青年大学生具有着较强的＂冲击力＂,直接影响到大学生思想道德素质和法律素质的培养、理想信念的树立与历史使命的担当。文章立足大学生认知特点,分析社会负面现象的消极影响,从而探寻减少和避免社会负面现象对大学生思想政治和法律素质产生消极影响的积极方法。     

试述汉语“马”词语的隐喻系统

隐喻是人类的一种基本认知模式,是语言形成的重要机制,当然也是词汇形成的重要机制。本文从莱考夫与约翰逊在《我们赖以生存的隐喻》提出的三种隐喻类型（方向性、本体性和结构性）入手,具体分析＂马＂词语的隐喻系统,以帮助人们进一步了解汉语中带喻义的＂马＂词语的生成机制。     

从认知负荷视角探究翻转课堂＊--兼及翻转课堂的典型模式分析

翻转课堂是一种将课内与课外的学习活动颠倒的教学模式,其实质是颠倒了学习内容传递与内化的顺序。自翻转课堂产生以来,很多学校或教育机构采用此模式,并取得了较优的成效。与此同时,可汗学院的出现也成为了翻转课堂得以迅速发展的催化剂。目前,国内众多学校都在采用翻转课堂模式,期望翻转课堂成为教学改革的一个转折点。从心理学的角度看,翻转课堂教学模式本质上是降低了认知负荷,使学习者的认知资源得到更合理的分配,从而获得更好的学习效果。另外,通过分析多位学者提出的不同翻转课堂模式,以期能为翻转课堂的应用研究提供帮助。     

浅议建筑施工现场认知实习的现状

建筑施工认知实习在土木工程专业中具有重要作用,土木工程行业近年来的快速发展也对大学毕业生的实践能力提出了更高的要求,针对目前专业教育中的理论知识与实践认识课程之间的问题进行探讨,提出了理论知识与认知实习综合培养的新型教育模式。     

Do preschool executive function skills explain the school readiness gap between advantaged and disadvantaged children?

We examine the extent to which executive functions (EFs), as opposed to other cognitive skills, account for socioeconomically based disparities in school readiness. Participants are 226 American children (aged 36–71 months) enrolled in either needs-based or private preschools. Children completed 6 tasks designed to measure EFs as well as assessments of general intelligence and speed of cognitive processing. Children were also assessed on math, reading, and vocabulary skills. EFs accounted for unique variance across all academic measures even when controlling for speed of processing and general intelligence and partially accounted for disparities in school readiness associated with type of preschool enrollment. When vocabulary was controlled in the model, EFs only mediated associations between type of preschool and math. Vocabulary skills accounted for associations between socioeconomic status and both math and reading achievement. General intelligence and speed of processing did not uniquely account for associations between disadvantage and school readiness.     

Investigation of the determinants for misinformation correction effectiveness on social media during COVID-19 pandemic

The rapid dissemination of misinformation in social media during the COVID-19 pandemic triggers panic and threatens the pandemic preparedness and control. Correction is a crucial countermeasure to debunk misperceptions. However, the effective mechanism of correction on social media is not fully verified. Previous works focus on psychological theories and experimental studies, while the applicability of conclusions to the actual social media is unclear. This study explores determinants governing the effectiveness of misinformation corrections on social media with a combination of a data-driven approach and related theories on psychology and communication. Specifically, referring to the Backfire Effect, Source Credibility, and Audience’s role in dissemination theories, we propose five hypotheses containing seven potential factors (regarding correction content and publishers’ influence), e.g., the proportion of original misinformation and warnings of misinformation. Then, we obtain 1487 significant COVID-19 related corrections on Microblog between January 1st, 2020 and April 30th, 2020, and conduct annotations, which characterize each piece of correction based on the aforementioned factors. We demonstrate several promising conclusions through a comprehensive analysis of the dataset. For example, mentioning excessive original misinformation in corrections would not undermine people’s believability within a short period after reading; warnings of misinformation in a demanding tone make correction worse; determinants of correction effectiveness vary among different topics of misinformation. Finally, we build a regression model to predict correction effectiveness. These results provide practical suggestions on misinformation correction on social media, and a tool to guide practitioners to revise corrections before publishing, leading to ideal efficacies.     

Child maltreatment and adult criminal behavior: Does criminal thinking explain the association?

Criminal thinking styles were examined as mediational links between different forms of child maltreatment (i.e., sexual abuse, physical abuse, and physical neglect) and adult criminal behaviors in 338 recently adjudicated men. Analyses revealed positive associations between child sexual abuse and sexual offenses as an adult, and between child physical abuse/neglect and endorsing proactive and reactive criminal thinking styles. Mediation analyses showed that associations between overall maltreatment history and adult criminal behaviors were accounted for by general criminal thinking styles and both proactive and reactive criminal thinking. These findings suggest a potential psychological pathway to criminal behavior associated with child maltreatment. Limitations of the study as well as research and clinical implications of the results are discussed.     

Unifying cognition,emotion, and activity in language teacher professional development

Emotions in the learning-to-teach experience are often ignored or downplayed by teacher educators. Using content and discourse analysis of a novice language teacher's journals, we demonstrate that the pervasive emotional content, reflecting individual teacher's perezhivanie, is a motivated, structural component of teachers' processes of cognitive development. Emotional content indexes dissonance between the ideal and reality, offering potential growth points. We apply a SCOBA of language teacher learning that unifies the dynamic, dialectical relationship among emotion, cognition, and activity, in order to orient teacher educators in mediating novice language teachers' professional development responsively.     

浅析无盘系统启动故障处理

近年来随着千兆网络的发展,无盘工作站的应用呈几何倍数增长,其原理就是在网内建立一个系统服务器,将工作站要用到的操作系统文件和软件文件都放在服务器上,使系统的管理和维护都在服务器上完成。升级服务器的软件相当于同时升级所有的工作站,而且不怕恶意攻击、随意关机和人为破坏,具有节省资金、易于管理、速度快、安全性好的特点。处理各种无盘工作站的故障成为考验一个网络管理员能力的重要方面。     

Cognitive Analysis on English Listening Comprehension Problems

In order to improve students' listening ability, teachers must know the nature of listening comprehension, and what are the problems during the process of listening for the students. Therefore, in this paper, the author adopted three-stage model of listening proposed by Anderson to help teachers trace the source of the problems in listening comprehension and guide learners how to deal with or overcome some of the listening problems.