面向意义学习的认知过程

学习不仅包括获取知识,还包括在各种各样的新情况下运用知识的能力,即学习包括“保持”和“迁移”这两个过程,本文以此观点为基础分析了意义学习与机械学习的区别,依据新修订的布卢姆认知目标分类学,对意义学习中的六类19种认知过程具体要素作出了说明,以此凸现认知过程中的“迁移”,帮助教育者更全面地完成教学和评估目标。     

认知语境与英语阅读教学

以关联理论为基础,分析认知语境与语篇理解的关系,探索认知语境在英语阅读教学中的运用;提出利用学习者的认知语境提高英语阅读能力,同时,发挥学习者的认知主体作用,在阅读教学的过程中重构认知语境。     

从缩略语看转喻的认知功能

转喻的研究经历了从传统的修辞学阶段到现代的认知语言学阶段。拟从转喻映射的文化依赖性角度出发．以缩略语为饲。来透视概念转喻的认知功能。     

Optimal cognitive distance and absorptive capacity

In this paper we test the relation between cognitive distance and innovation performance of firms engaged in technology-based alliances. The key finding is that the hypothesis of an inverted U-shaped effect of cognitive distance on innovation performance of firms is confirmed. Moreover, as expected, we found that the positive effect for firms is much higher when engaging in more radical, exploratory alliances than in more exploitative alliances. The effect of cumulative R&D turns out to be mixed. It appears to increase absorptive capacity, as expected, but there is clear evidence that it also reduces the effect of cognitive distance on novelty value, making it increasingly difficult to find additional novelty.     

Effects of worked examples, example-problem, and problem-example pairs on novices’ learning

Research has demonstrated that instruction that relies more heavily on example study is more effective for novices’ learning than instruction consisting of problem solving. However, ‘a heavier reliance on example study’ has been implemented in different ways. For example, worked examples only (WE), example-problem pairs (WE-PS), or problem-example pairs (PS-WE) have been used. This study investigated the effectiveness of all three strategies compared to problem solving only (PS), using electrical circuits troubleshooting tasks; participants were secondary education students who were novices concerning those tasks. Based on prior research, it was hypothesized and confirmed that WE and WE-PS would lead to lower cognitive load during learning and higher learning outcomes than PS. In addition, the open questions of whether there would be any differences between WE and WE-PS, and whether there would be any differences between PS-WE and PS were explored. Results showed no differences between WE and WE-PS or between PS-WE and PS. This study can inform instructional designers on which example-based learning strategies to implement: it does not seem necessary to alternate example study and problem solving, but when doing so, example-problem pairs should be used rather than problem-example pairs.     

论元构架与中动词

认知语言学认为,语法尤其句法不是自主的,而是与人的认知方式和人们的直接经验密切相关。本文分析了Goldberg的论元构架里动词语义框架和论元结构的整合、构架与构架的承接关系,进而用论元构架里的网络关系浅析了中动词的用法。     

The role of teachers’ cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension

This study analysed the reading lessons of 35 Hong Kong Grade 2 Chinese teachers to investigate whether their instructional practices were related to their students’ motivation and reading comprehension scores. The reading lessons of the teachers were analysed according to the five dimensions of the Motivating Instructional Context Inventory. Students’ subjective reports on their motivation and their teachers’ teaching performance, and their reading comprehension scores were collected. Hierarchical linear modelling showed that students tended to have better reading comprehension scores when their teachers provided more cognitive support and used more motivating instructional practices to motivate them to read.     

Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system

The present research investigated whether immediate metacognitive feedback on students’ help-seeking errors can help students acquire better help-seeking skills. The Help Tutor, an intelligent tutor agent for help seeking, was integrated into a commercial tutoring system for geometry, the Geometry Cognitive Tutor. Study 1, with 58 students, found that the real-time assessment of students’ help-seeking behavior correlated with other independent measures of help seeking, and that the Help Tutor improved students’ help-seeking behavior while learning Geometry with the Geometry Cognitive Tutor. Study 2, with 67 students, evaluated more elaborated support that included, in addition to the Help Tutor, also help-seeking instruction and support for self-assessment. The study replicated the effect found in Study 1. It was also found that the improved help-seeking skills transferred to learning new domain-level content during the month following the intervention, while the help-seeking support was no longer in effect. Implications for metacognitive tutoring are discussed.     

Differential effects of problem-solving demands on individual and collaborative learning outcomes

The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples, which needed to be studied or the equivalent problems, which needed to be solved. Because problem solving imposes a higher cognitive load for novices than does studying worked examples it was hypothesized that learning by solving problems would lead to better learning outcomes (effectiveness) and be more efficient for collaborative learners, whereas learning by studying worked examples would lead to better learning outcomes and be more efficient for individual learners. The results supported these crossover interaction hypothesis. Consequences of the findings for the design of individual and collaborative learning environments are discussed.     

Children neglected: Where cumulative risk theory fails

Neglected children, by far the majority of children maltreated, experience an environment most deficient in cognitive stimulation and language exchange. When physical abuse co-occurs with neglect, there is more stimulation through negative parent–child interaction, which may lead to better cognitive outcomes, contrary to Cumulative Risk Theory. The purpose of the current study was to assess whether children only neglected perform worse on cognitive tasks than children neglected and physically abused. Utilizing LONGSCAN archived data, 271 children only neglected and 101 children neglected and physically abused in the first four years of life were compared. The two groups were assessed at age 6 on the WPPSI-R vocabulary and block design subtests, correlates of cognitive intelligence. Regression analyses were performed, controlling for additional predictors of poor cognitive outcome, including socioeconomic variables and caregiver depression. Children only neglected scored significantly worse than children neglected and abused on the WPPSI-R vocabulary subtest (p = 0.03). The groups did not differ on the block design subtest (p = 0.4). This study shows that for neglected children, additional abuse may not additively accumulate risk when considering intelligence outcomes. Children experiencing only neglect may need to be referred for services that address cognitive development, with emphasis on the linguistic environment, in order to best support the developmental challenges of neglected children