运用CSAI-2问卷对上海市大学生运动员赛前焦虑和状态自信心的研究

已修订出中国常模的CSAI-2问卷是信度和效度高的多维焦虑测量工具,它包括三个分量表:认知状态焦虑、躯体状态焦虑和状态自信心。运用该问卷测查235名参加大学生运动会田径和篮球比赛的被试赛前焦虑反应和状态自信必,结果表明:(1)躯体状态焦虑的强度是区分田径和篮球项目类型良好的预测因子;(2)认知状态焦虑的强度是区分运动技能水平或临场技能发挥得好坏的良好预测因子;(3)竞赛焦虑反应和状态自信心的强度与被试主观上所认知到的任务难度密切有关。因此,为使运动员有适宜的竞赛焦虑反应和状态自信心,教练员除了不断提高运动员的技能水平之外,应当结合项目的要求加强对运动员的心理训练(尤其是认知训练),并注意在赛前激起他们符合任务特征的唤醒水平。     

认知诊断理论与考试评价

认知诊断理论——新一代测验理论的核心,是认知心理学与心理测量学相结合的产物。本文简要介绍了认知诊断理论及其研究和应用现状,并对我国在大规模统一考试中如何实现诊断功能提出了建议。     

信息构建对当代情报学发展的影响

回顾了信息构建的诞生和发展历程，并以万维网为背景介绍了信息构建的基本内容。在分析信息构建特点的基础上，作者从知识映射、认知检索和知识服务三个方面详细阐述了信息构建对当代情报学研究的推动作用。     

基于认知观点的信息检索交互模型

基于情报学认知观点的信息检索交互研究是信息检索研究的一个重要领域。信息检索模型相当复杂,各类生产者、中介和用户的认知结构发生交互,影响着信息检索过程。图3。参考文献5。     

情报检索研究的理性主义传统与认知观点

情报检索研究的理性主义传统与认知观点邹永利ＡＢＳＴＲＡＣＴＷｉｔｈＧｒａｎｆｉｅｌｄｅｘｐｅｒｉｍｅｎｔａｓａｒｅｐｒｅｓｅｎｔａｔｉｖｅ,ｔｈｅｐｈｙｓｉｃａｌｐａｒａｄｉｇｍｏｆｒｅｓｅａｒｃｈｏｆｉｎｆｏｒｍａｔｉｏｎｒｅｔｒｉｅｖａｌｆｏｃｕ...     

Teachers using learning styles: Torn between research and accountability?

The proliferation of instruments reporting learning/cognitive style with school pupils is of particular interest, because most research on them focuses on applications in higher education, training and the adult workplace, where criticisms of their integrity, reliability and validity have been significant. This study examines two such popular instruments in highly effective schools in England, UK. Neither instrument demonstrated reasonable internal consistency or results according with theoretical constructs. Concerns about their usefulness in these contexts are explored. Reasons provided by faculty for their use were: face validity; external inspection; professional accountability; institutional policy; the legacy from initial training; established classroom practice.     

Cognitive validity of students’ self-reports of classroom mastery goal structure: What students are thinking and why it matters

Cognitive interviews were employed to systematically examine the cognitive validity of self-report survey items extensively used to assess classroom mastery goal structure. In a sample of elementary and middle school students, items were identified that functioned according to their intended meaning and those eliciting less accurate interpretations as conceptually defined by mastery goal structure cognitive validity criteria. Evidence suggested that items framed to focus on students’ teachers (i.e., teacher goals) were more cognitively valid than were items that focused students on their classroom context. Items with abstract terms yielded less accurate interpretations. We discuss implications of determining the cognitive validity of scales used to assess achievement goal structure and related self-report instruments.     

应用掌上电脑支持科学探究及学生的认知发展

文章提倡应用掌上电脑(Handheld Computers)作为认知工具(Cognitive Tools)来支持中小学生的科学探究(Inquiry)活动及认知发展。文章首先对计算机认知工具的内涵及相关界定进行了分析;探讨了掌上电脑在中小学生科学探究中的应用价值;并就计算机认知工具支持中小学生科学探究活动的国际和国内相关研究做了回顾;然后结合案例对国内外基于掌上电脑的科学探究及学生认知发展研究特点做了分析,为国内相关研究提供借鉴。     

基于相似学习风格的资源分类和推荐服务

通过研究学习者的学习风格和影响学习风格的因素,根据学习风格的种类对资源进行基于学习对象的分类,把丰富繁杂的学习资源个性化地组合起来;然后综合用户的访问事务,进行基于代理模式和聚类算法的推荐服务;最后根据用户的反馈和评价对现有系统进行完善和改进。     

韦氏儿童智力测验与认知评估系统对轻度智力障碍儿童测试的比较分析

为探讨韦氏儿童智力测验与CAS认知评估系统之间的关系,对37名轻度智力障碍儿童进行韦氏儿童智力测验和CAS测试.结果显示:轻度智障儿童韦氏儿童智力测验的总分与CAS全量表分极其接近,二者无显著差异;CAS全量表分与韦氏儿童智力测验总分、言语智商、操作智商呈显著相关;在CAS测量的四个认知过程中,注意和计划是轻度智障儿童的最薄弱环节;多元回归分析显示,CAS全量表分对学习成绩有显著预测作用.结论:CAS认知评估系统能客观地反映轻度智力障碍儿童的智力水平和特点,为智力研究提供了一个新的视角.