The relationship between working memory and writing in younger and older adults

This study investigated therelationship between working-memory (WM) spanand writing performance in three age groups(mean of ages of 15, 30, 77 years). Asexpected, older adults' performance wasinferior to younger adults on measures ofverbal and visual-spatial WM and structuralcomplexity in writing. More important, WM spanmoderated structural complexity in writingacross age and those effects remainedsignificant when short-term memory, readingcomprehension, word knowledge, spelling andhandwriting speed were partialed from theanalysis. Overall, the results support thenotion that age-related changes in textgeneration are moderated by limitations in ageneral WM system.     

Visual C++下利用三级跳实现进程的隐藏

介绍了一种在Windows 9x和Windows NT／2000下实现进程隐藏的方法，并给出了一个简单的实例．     

The administration of feminism in education: revisiting and remembering narratives of gender equity and identity

This article examines challenges in writing histories of feminist reforms in schooling and educational administration. The focus is gender equity reforms in Australian schools since the 1970s, looking at how those earlier interventions are now remembered, represented and forgotten, in policy memory and collective narratives. Such feminist endeavours were part of the policy landscape and the administration of schools during the 1970s and 80s. I argue that feminist agendas can also be examined as themselves sites for managing the conduct of teachers and students and for regulating new forms of identity and social relations. These paradoxical aspects of feminist reform are analysed through a Foucauldian lens. The discussion identifies contextual themes in JEAH before considering debates within gender and feminist history. A revisiting mood has initiated a stocktake of the stories told not only about feminism but also the accounts feminism gives of itself. Extending this, I propose that critical attention to memory and the movement of received and revised historical narratives is vital for analysing the legacies of feminist reforms and how they might be (re)animated in the present. More broadly, it is suggested that attention to policy memory offers fruitful directions for historical studies of educational administration.     

Experts sometimes show more false recall than novices: a cost of knowing too much

Students with or without expertise in the domain of investments were tested on recall of a list of words containing both investment terms and other terms not related to the domain of investment. Consistent with predictions derived from the expert memory literature, the memory illusion literature, and the ascribed characteristics of implicit associative responses, experts recalled more investment-related words and, paradoxically, also made more false recalls in that domain. This pattern of results paralleled the pattern of differences between another sample of experts and novices in strength of word associations in the two domains.     

Functions and Benefits of SDL Translator’s Workbench 2007

Nowadays more and more translators are trying to use machine to help their translation work.Translator’s Workbench is a tool of machine translation.In this essay,I will explore functions and benefits of Translator’s workbench 2007 with the theory of MT and TM.     

基于认知神经科学视角的多媒体学习认知理论创新

Mayer多媒体学习的认知理论模型涉及感觉记忆、工作记忆、长时记忆三大基本部件和五大认知加工过程,但其科学基础仍有待深入考察。认知神经科学对感觉记忆、工作记忆和长时记忆的探索成果为多媒体学习认知理论奠定了更为深层的科学基础。认知神经科学认为,感觉记忆中的视觉记忆和声觉记忆在信息存储量、表征与编码、保持时间等方面存在互补,为多媒体学习认知理论中＂双重通道假设＂提供了更深层次的科学基础。工作记忆是多媒体学习认知加工过程的主要处理单元,认知神经科学基于脑成像技术提出的工作记忆加工成分结构及其功能定位模型和语音短时记忆功能模型,揭示了工作记忆中的信息处理机制,进一步推进了对工作记忆的基础研究。认知神经科学将长时记忆分为陈述性记忆和程序性记忆,长时记忆中信息存储的层次网络模型、激活扩散模型、集理论模型等更深入地推进了多媒体学习认知加工过程的科学基础。德国心理学家Schnotz从描述性表征和描绘性表征两个方面提出了多媒体学习＂图文理解整合模型＂（ITPC）,这一模型揭示了图文理解的过程机制,是当前多媒体学习认知理论模型的最新发展成果。     

Traveling South: Naples as a Site of Crossing and Migration in the Mediterranean

What sorts of images and narratives of cosmopolitanism are circulating in our cultural discourse? Stories and ideas based on experiences of migration, travel, and exile are considered in relation to the Italian city of Naples, to propose an example of “South-centric” cosmopolitanism. Two different journeys in the Mediterranean, as narrated by Moroccan writer Tahar Ben Jelloun and by Neapolitan film director Vincenzo Marra, engage with the experience of travel through stories that in opposite directions—the first from North Africa to Naples, and the second from Naples to North Africa—cross territories and lines of logic of Northern and Southern boundaries and deal with notions of belonging and homecoming.     

Record and Hold: Popular Music between Personal and Collective Memory

Recorded music is vital to the construction of personal and collective cultural memory. My examination of the interrelation between personal and collective memories of popular music assumes both that human memory is simultaneously embodied, enabled, and embedded, and that (re)collective experiences are constructed through narratives. Analysis of an online set of narrative responses to a national radio-event, the Dutch Top 2000, shows that we need public spaces to share narratives and to create a common musical heritage.     

Repeated Retention Testing Effects Do Not Generalize to a Contextual Interference Protocol

Three experiments examined repeated retention testing effects in a contextual interference (CI) protocol. Retention was assessed at 10 min and 24 hr following acquisition or at just 24-hr for the one-test conditions. Experiments 1 and 2 used speeded-response key-pressing tasks. Dependent measures were total time and errors. Experiment 3 used sequential-timing tasks. Dependent measures were absolute error and absolute constant error. Results revealed CI effects in each experiment. Repeated retention testing effects were not found in Experiments 1 and 3. Experiment 2 revealed superior performance by the two-test condition compared to the one-test condition. This result was qualified by possible practice effects during the 10-min test. It was concluded that repeated retention testing does not present problems for most studies of CI.     

Do computerised training programmes designed to improve working memory work?

A critical review of working memory training research during the last 10 yers is provided. Particular attention is given to research that has attempted to investigate the efficacy of commercially marketed computerised training programmes such as “Cogmed” and “Jungle Memory”. Claimed benefits are questioned on the basis that research methodologies were flawed. It is also argued that the Working Memory model in its current stage of development was under-specified and paradigmatically unsuited to working memory training research. Implications in respect of memory training for applied psychologists working in schools, and possible areas for future research are suggested.