构建五年制高职英语课堂教学模式浅探

在以职业能力培养为主旨的高职英语教学中,如何使学生在教师指导下主动地建构知识与自我发展,培养其＂会学＂的自主学习能力更是深化高职英语教学改革的关键,构建活动型课堂,引导学生自主学习,真正让学生在丰富多彩的课堂活动中活学、乐学、学会、会学,为其终身发展打下良好的基础。     

Parental perceptions of the effects of exercise on behavior in children and adolescents with ADHD

BackgroundAnecdotally, parents often report that children with attention deficit hyperactivity disorder (ADHD) who engage in regular physical activity (PA) experience positive behavioral changes. The purpose of this study was to examine this anecdotal relationship to provide preliminary evidence relevant to the potential benefits of PA on ADHD symptoms.MethodsParents (n = 68) of children diagnosed with ADHD completed an Internet survey assessing perceptions of how PA influences their child's symptoms.ResultsA significantly greater percentage of parents reported that regular PA positively impacted symptoms. However, there were no uniform effects for all types of ADHD symptoms. The results indicate that there may be more positive benefits for symptoms of inattention and hyperactivity than for those of impulsivity.ConclusionThis is the first study to empirically document parents' perceptions of how PA influences ADHD and suggests that PA can be a viable strategy for reducing symptoms. PA may have greater benefits for specific symptoms of ADHD, providing critical information for developing PA interventions for children and adolescents.     

A Convolutional Attention Network for Unifying General and Sequential Recommenders

General recommenders and sequential recommenders are two modeling paradigms of recommender. The main focus of a general recommender is to identify long-term user preferences, while the user’s sequential behaviors are ignored and sequential recommenders try to capture short-term user preferences by exploring item-to-item relations, failing to consider general user preferences. Recently, better performance improvement is reported by combining these two types of recommenders. However, most of the previous works typically treat each item separately and assume that each user–item interaction in a sequence is independent. This may be a too simplistic assumption, since there may be a particular purpose behind buying the successive item in a sequence. In fact, a user makes a decision through two sequential processes, i.e., start shopping with a particular intention and then select a specific item which satisfies her/his preferences under this intention. Moreover, different users usually have different purposes and preferences, and the same user may have various intentions. Thus, different users may click on the same items with an attention on a different purpose. Therefore, a user’s behavior pattern is not completely exploited in most of the current methods and they neglect the distinction between users’ purposes and their preferences. To alleviate those problems, we propose a novel method named, CAN, which takes both users’ purposes and preferences into account for the next-item recommendation. We propose to use Purpose-Specific Attention Unit (PSAU) in order to discriminately learn the representations of user purpose and preference. The experimental results on real-world datasets demonstrate the advantages of our approach over the state-of-the-art methods.     

Studying new forms of participation and identity in mathematics classrooms with integrated communication and representational infrastructures

Wireless networks are fast becoming ubiquitous in all aspects of society and the world economy. We describe a method for studying the impacts of combining such technology with dynamic, representationally-rich mathematics software, particularly on participation, expression and projection of identity from a local to a public, shared workspace. We describe the types of mathematical activities that can utilize such unique combinations of technologies. We outline specific discourse analytic methods for measuring participation and methodologies for incorporating measures of identity and participation into impact studies.

在班级管理中如何培养学生的创新能力

江总书记说：“创新是一个民族进步的灵魂，是国家兴旺发达的不竭动力。”作为班主任理应肩负这一重任，要正确看待并重视学生的创新能力，在细微处培养，在群体中发展，从而达到培养群体创新能力的目的。     

Theory of mind,attention, and executive function in kindergarten boys

The present study explored the relationship between theory of mind (ToM), attention, and executive function in 66 kindergarten boys drawn from four rural school districts. Three stories designed to test understanding of first and second order mental states were administered. Executive function and attention were assessed, respectively, by scores on the Behavior Rating Inventory of Executive Function (BRIEF) and the Behavior Assessment Scales for Children, Second Edition (BASC‐2). Analyses indicated that children identified by teachers as evidencing attention difficulties scored lower on false belief measures and were more likely to be identified as exhibiting behavioral difficulties associated with executive dysfunction than children identified as evidencing fewer attention difficulties. Attention and executive function were predictive of total ToM scores.     

WTF was Kony 2012? Considerations for Communication and Critical/Cultural Studies (CCCS)

This article discusses the (in)famous Kony 2012 (Kony) viral video, which had a record-100 million views in six days. It discusses its unique status as a viral advocacy video by NGO Invisible Children (IC) to make Joseph Kony “famous.” Theorizing Kony's eventfulness entails insights for twenty-first-century communication and critical cultural studies, which note the obsolescence of past critical trends in CCCS: especially regarding virality, imitation, attention, affect, citizenship, subjectivity, power, control, participation, and protest.     

Sexual abuse but not posttraumatic stress disorder is associated with neurocognitive deficits in South African traumatized adolescents

ObjectivesNeurocognitive impairments are commonly observed in adults suffering from posttraumatic stress disorder (PTSD). The picture is less clear in adolescents. Childhood sexual abuse (CSA) may have an independent influence on neuropsychological test performance and provide partial explanatory power of the inconsistent findings. We hypothesized that adolescents with PTSD who have also suffered sexual abuse would have most pronounced deficits on neurocognitive testing.MethodsIn a cross-sectional design, 105 traumatized South African adolescents, of whom 52 fulfilled criteria of PTSD and 34 reported CSA, were studied. A comprehensive neurocognitive battery including tests of memory, executive functioning, and language was used to analyze the associations of neurocognitive impairments with PTSD and CSA.ResultsAdolescents reporting CSA manifested impairments in proactive and retroactive interference tasks on the Rey Auditory Verbal Learning test and in the copy condition of the Rey Osterrieth figure test, indicating deficits in attention and working memory. Against our hypothesis, no independent effects of PTSD were found on neurocognitive performance. Results were independent of comorbid psychiatric diagnoses.ConclusionsSexual abuse seems to have an independent influence on attention and working memory. This could be an early sign of hippocampal impairment.     

The correction of errors committed with high confidence

Most theories predict that when people indicate that they are highly confident they are producing their strongest responses. Hence, if such a high confidence response is in error it should be overwritten only with great difficulty. In contrast to this prediction, we have found that people easily correct erroneous responses to general information questions endorsed as correct with high-confidence, so long as the correct answer is given as feedback. Three potential explanations for this unexpected hypercorrection effect are summarized. The explanation that is tested here, in two experiments, is that after a person commits a high-confidence error the correct answer feedback, being surprising or unexpected, is given more attention than is accorded to the feedback to low-confidence errors. This enhanced attentional capture leads to better memory. In both experiments, a tone detection task was presented concurrently with the corrective feedback to assess the attentional capture of feedback stimuli. In both, tone detection was selectively impaired during the feedback to high confidence errors. It was also negatively related to final performance, indicating that the attention not devoted to the tone detection was effectively engaged by the corrective feedback. These data support the attentional explanation of the high-confidence hypercorrection effect.     

谈谈学生的注意力

注意力是学生写好作文的最重要的基础。小学阶段教师的主要任务则相对的定位于帮助小学生树立正确的人生观、价值观。在中学阶段，教师在教学中的主要任务是在学生原有的写作基础上进行拓展，打开学生的视野，提升学生的思想深度，同时也训练学生的写作技巧。