阅读媒介会导致发展性阅读障碍吗——一项面向学龄儿童群体的实证研究

随着数字技术的发展,多元化阅读媒体影响着读者的阅读行为、阅读方法和阅读认知能力。本研究采用实验法,以学龄儿童为被试对象,对其纸质阅读与数字阅读的表现进行分析,探究阅读媒介对各项阅读认知能力产生的影响,以及儿童在自然条件下使用纸质媒介和数字媒介进行阅读时发展性阅读障碍发生率的差异,为发展性阅读障碍阅读干预研究提供参考。研究发现,阅读媒介会影响发展性阅读障碍的发生率,数字媒介环境下发展性阅读障碍的发生率明显高于纸质媒介环境。采用数字媒介阅读时,发展性阅读障碍儿童语音能力比纸质阅读时的表现逊色,汉字识别能力、同音语素能力、多义语素能力、阅读理解能力则不存在显著差异。同时,实验还发现存在一类儿童——数字媒介性阅读障碍儿童,他们在纸质阅读时并未表现出阅读困难,而在数字阅读时表现出持续性阅读困难,该类儿童的汉字识别能力、语素能力、语音能力和阅读理解能力均受到数字媒介的影响。图2。表6。参考文献36。     

“专家系统”教学的认知教学理论基础及其教学实施

高中信息技术课程标准对《人工智能初步》选修课程中"专家系统"模块的教学要求是:学会使用一个简易的专家系统外壳并能用它开发简单的专家系统。文章在分析了专家系统与其外壳之间关系的基础上,详细论述了"利用外壳开发专家系统"这一教学模式的认知教学理论基础,最后介绍了以认知教学理论为基础的该教学模式的一个具体应用案例。     

当前认知科学背景下幽默言语理论研究述评

从语义脚本、概念复合论等四大视角宏观勾勒认知领域幽默言语理论研究基本现状,同时也分析其中微观问题,认为幽默语义跃迁过程中隐含着被忽略的＂释话＂过程;而会话幽默中的共同心理预设实际上即是人们以知识结构的方式形成的趋同的社会心理默契。     

A Study on the Impact of GPA on Perceived Improvement of Higher‐Order Cognitive Skills*

Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.     

反真实材质在三维教学动画中的应用探索

计算机三维动画在中小学及高校的学科教学中发挥着重要的作用,以往的教学三维动画的画面大多采用写实的风格,随着技术的发展,出现了反真实(卡通型)材质,它突出简约的色彩层次和鲜明的轮廓线条,为创作二维动画风格的三维动画提供了条件。本文探讨的就是如何利用反真实(卡通)材质的特点,设计风格新颖的教学动画。     

Predictors and outcomes of low-income fathers’ reading with their toddlers

Most studies of parent–child bookreading have focused on mothers reading to their children. Though the role of fathers in children's lives is widely emphasized, we know almost nothing about father–child bookreading, particularly among low-income families. The present study was designed to examine how often low-income fathers report reading to their children and what the predictors and effects of paternal bookreading are. The fathers in this study were participants in the national evaluation of Early Head Start (EHS) and were recruited via mothers enrolled in the EHS study. Participating fathers were interviewed at home and their children's cognitive and language development were assessed using standardized measures from ages 2 to 5. Results demonstrated a wide variety in frequency of bookreading among fathers. Fathers were more likely to read to their children frequently if they spoke English at home, if they had a high school education, and if their children had better language skills. Fathers’ bookreading predicted children's cognitive outcome. Paternal bookreading did predict children's language outcomes but only for children whose fathers had at least a high school education.     

Developmental trajectories of children's spatial skills: Influencing variables and associations with later mathematical thinking

Few studies have examined the long-term relations between children's early spatial skills and their later mathematical abilities. In the current study, we investigated children's developmental trajectories of spatial skills across four waves from age 3–7 years and their association with children's later mathematical understanding. We assessed children's development in a large, heterogeneous sample of children (N = 586) from diverse cultural backgrounds and mostly low-income homes. Spatial and mathematical skills were measured using standardized assessments. Children's starting points and rate of growth in spatial skills were investigated using latent growth curve models. We explored the influence of various covariates on spatial skill development and found that socioeconomic status, language skills, and sex, but not migration background predicted children's spatial development. Furthermore, our findings showed that children's initial spatial skills––but not their rate of growth––predicted later mathematical understanding, indicating that early spatial reasoning may play a crucial role for learning mathematics.     

文学批评的维度与英美文学课程教学目标矩阵设计

如何把文学批评融入英美文学课程教学,是当下亟需解决的一个问题。融入文学批评不仅要考虑到文学批评的维度,还要考虑到教学目标设计的维度。以文本、语境和批评为知识维度,以记忆、理解、应用、分析和创造为能力维度,构建英美文学课程教学目标矩阵,可为具体文学教学目标设计提供参考框架。     

The interplay of cognitive and relational social capital dimensions in university-industry collaboration: Overcoming the experience barrier

The use of university-industry collaboration in the innovation process is viewed as a major driver of firm competitiveness. The organizational dynamics underlying successful external relationships, however, remain poorly understood. Using longitudinal case studies of 15 innovation projects, we examine how firms with varying degrees of experience in collaborating with universities and public research organizations rely on different social capital dimensions to achieve successful collaborations. We find that experienced firms establish external collaborations on the basis of cognitive social capital, but this basis is reinforced by relational social capital over time. Conversely, less experienced firms initially base their university collaborations on relational social capital, which is reinforced by cognitive social capital over time. Based on these findings, we theorize on the interplay of different dimensions of social capital in university-industry collaborations over time. Our study has important implications for the management of collaborative innovation projects. In particular, it provides guidance to enable less experienced firms to develop successful collaborations with university partners.