从建构主义与行为科学的视角探析信息检索

依据当下信息检索过多关注工具的学习和技术的研究,而对信息检索主体的知识构建和行为认识关注甚少,致使信息检索的重心取向日益脱离了检索能力的培养,未意识到检索能动性对信息检索的实际效益。文章从知识建构和行为科学的角度论述了作为检索主体—人在信息检索中所应具备的建构知识和成熟行为对检索能力获取的主导作用,以及产生检索能动性所不可或缺的先决性条件,使人本身主动去发起信息检索行为,并充分意识到信息检索的泛在存在。     

小学数学支持环境之3C模型构建研究——基于认知工具的研究视角

针对目前信息技术与小学数学课程整合缺乏有效认知工具的现状,该文在对小学数学知识内容进行分析的基础上,通过知识建模的方法对小学数学一至六年级的十二册教学内容进行了系统梳理,归纳出有效支持小学数学学习的认知工具所需具有的八大功能,并在此基础上构建了基于认知工具研究视角的小学数学支撑环境之3C模型。     

论詹姆逊的认知图绘理论——兼论詹姆逊的社会主义政治观

空间研究和认知图绘的文化策略是詹姆逊马克思主义文化政治学的重要组成部分,也是詹姆逊马克思主义文化政治学的落脚点。在詹姆逊看来,面对晚期资本主义空间所造成的政治行动困境,我们需要一种马克思主义的辩证批判来揭示这一空间隐蔽的压迫性,并通过意识形态积极作用的发挥来开启这一空间所蕴涵的革命性维度,即社会主义政治。     

初中体育教师对成功体育教学目标特征认知状况研究

成功体育教学理论是基于对体育课堂教学实践存在的问题进行反思提出的,有助于真正实现体育课程为了每位学生的发展的目标。文章运用文献资料法、问卷调查法、数理统计法、逻辑分析法等研究方法对初中体育教师对成功体育教学目标认知状况进行研究与分析,以期使成功体育教学在初中学校得以更大推广。     

英语测试中的认知诊断研究

认知诊断测试可以反映受试的知识结构和分项技能掌握情况,为受试提供详细的反馈信息.本文简要介绍了认知诊断的原理和步骤,总结了国内外英语测试领域的认知诊断研究已取得的进展,并指出目前该领域尚存的问题远大于已取得的成就,在未来的研究中需要设计严格意义上的认知诊断测试,探索检验Q矩阵效度的多种方法并开展诊断结果促学的实证研究.     

基于元数据开发Web应用程序

当需求发生变化,需要对原有系统功能进行修改、扩展时,只要对元数据做好维护,无须修改其他,Web应用程序将自动升级,适应用户需求变化。基于元数据开发Web应用将极大地提高系统的开发、维护效率。对系统的结构及实现进行了论述。该应用程序增强了需求的适应能力,提高了系统的灵活性和可扩展性。     

激发学生认知心理之网页设计的视觉效应

从学生进行网上学习的心理出发,分析如何使用更好的视觉设计,激发学生的学习需求,引导学生高效学习。     

Innovative path dependence: Making sense of product and service innovation in path dependent innovation processes

This paper analyses path dependence and path creation in firm innovation focusing on the effect of cognitive frames and organisational processes. A Northern European medical device firm is analysed through a detailed assessment of the structural and processual elements of cognitive path dependence. Cognitive schemas are analysed through development of ideal typical views on innovation and through an investigation of two specific innovation projects.Drawing on sensemaking and actor network theory the paper adds to the literature in three respects. First, it provides a more systematic analysis than available in the existing literature of how cognitive frames enable and constrain firm innovation. Second, it presents an empirical analysis that contributes to a differentiation of the concept of path dependence, distinguishing between innovative path dependence and technological path dependence. Third, the paper analyses the timing of constraints and path dependence. In the cases studied the innovation approach frames the innovation problem and constraints in relation to technologies have an impact on the innovation processes later, after new technologies have been thoroughly researched.The paper illustrates how the case firm is cognitively locked into an innovation path focused on generating ever-new product versions on different technological platforms, regardless of cannibalisation among the firm's different product versions. Despite the cognitive lock-in to an innovation path the firm is unconstrained in its choice of technological platforms and paths. Firms’ innovation processes may thus simultaneously be characterised by unrestrained search processes and myopic behaviour.     

Do your friends make you smarter?: An analysis of social strategies in online information seeking

Prior research in the social search space has focused on the informational benefits of collaborating with others during web and workplace information seeking. However, social interactions, especially during complex tasks, can have cognitive benefits as well. Our goal in this paper is to document the methods and outcomes of using social resources to help with exploratory search tasks. We used a talk-aloud protocol and video capture to explore the actions of eight subjects as they completed two “Google-hard” search tasks. Task questions were alternated between a Social and Non-Social Condition. The Social Condition restricted participants to use only social resources—search engines were not allowed. The Non-Social Condition permitted normal web-based information sources, but restricted the use of social tools.     

A person-centered approach to examining high-school students’ motivation,engagement and academic performance

This study examined the relationship among motivation, engagement, and academic performance through a person-centered research approach. Participants included 10,527 students in grades 9 to 12 from twenty public high schools across the state of Ohio in the United States. Latent profile analysis revealed seven profiles of academic motivation including the amotivated, externally regulated, balanced demotivated, moderately motivated, identified/externally regulated, balanced motivated, and autonomously motivated profile groups. Students in these motivational profiles exhibited differences in cognitive and social engagement, as well as academic performance. In addition, multiple-group path analysis revealed different patterns of relationship among cognitive engagement, social engagement, and GPA, suggesting that motivational profile membership moderated the relationship between engagement and academic performance.