认知涌现论:一种新的意识整体论

关于认知或心智机制的探讨,自古希腊以来就没有停止过,因为这个问题实质上是心身问题的深化。针对此问题的观点有多种,认知涌现论是认知科学产生后出现的一种新观点。然而,涌现(emergence)一词有多种含义,不同学科对它的理解也不尽相同。而且,涌现论本身与不同时期的科学主题的结合,形成了各种类型的涌现论——进化涌现论、机体涌现论、系统生成涌现论、社会涌现论等。随着复杂科学、心灵哲学、神经科学和认知科学的发展,涌现论进入到认知或心智领域,形成了认知涌现论,一种具有交互性、生成性、整体适应性特征的本体论唯物主义。事实上,认知涌现论是基于神经科学对心智或意识机制进行解释的意识整体论。     

Theorizing Interactivity's Effects

Noting that interactivity is often defined but seldom theorized in the literature, this article provides some pointers for developing theories about effects of interactivity, particularly as it applies to Web-based mass communication. It first makes the case that interactivity is an attribute of the technology and not that of the user. It exposes the tautology of studying the effects of perceived interactivity and calls for the consideration of ontological aspects that constitute interactivity while specifying its social and psychological effects. Theoretical explorations may be categorized in terms of three classes of outcome measures—behavioral, attitudinal, and cognitive—as we investigate the role played by interactivity in initiating action, changing attitudes, and altering the nature of information processing. These would result in theories about technology rather than psychology in that they help us specify direct and combination effects of interactivity, modality, navigability, and other technological attributes of the Web medium.     

Web quest: porting ‘Quest for Independence’ to the World Wide Web

The Internet holds promise as a globally interconnected information system, even though its interaction capability is limited. Yet for education, interaction is critical. Can the Internet support high quality learning interactions? We ported an existing interactive instructional program to the world wide web (WWW) to demonstrate the potential of the Internet for interactive education. In this paper we explore the potential technology solutions, implement our solution and indicate the results, both positive and negative. © 1998 IFIP, published by Chapman &; Hall Ltd     

在线课程中的潜伏及其对多元文化交互的寓意

随着在线活动的不断增多,就有必要了解不同的用户.潜伏者和潜伏现象在各种类型的在线交互中都普遍存在,然而对潜伏的概念可能存在一定误解.在多元文化的在线交互中,不同文化对交互的看法是不一样的,对于那些英语作为第二语言或者外语的学习者来说,他们在理解和开展各种各样基于语言的交流过程中有着不同的需求.潜伏可能是一种可行的在线交互方式,而不是一种不参与交互的方式.     

Analysis of interactivity and autonomy of existing digital educational resources: the case of Life and Earth Sciences in Morocco

The educational policy in Morocco is aimed at promoting the wide use of Information and Communication Technologies in Education and the adoption of interactive and autonomous digital resources for distance teaching and self-learning. The objective of this research is to evaluate the suitability of the existing digital educational resources for distance learning purposes by analysing their interactivity and autonomy. The study of the contents of 190 existing products for teaching and learning Life and Earth Sciences in high schools has revealed the existence of weaknesses related to interactivity and autonomy. The results have been used to set down guidelines for designers of future interactive and autonomous digital educational resources for distance learning use.     

Investigating critical thinking and knowledge construction in an interactive learning environment

Critical thinking and knowledge construction have become essential competencies for people in the new information age. In this study, we designed an interactive learning environment involving three forms of interaction: individual reflections, group collaboration and, class discussions. The purpose of this study was to investigate the extent to which the three forms of interaction promoted students' critical thinking and knowledge construction. Seventeen students at National Institute of Education of Singapore participated in this study. Their reflections and discussions were analyzed by following a content analysis approach. Results showed that writing reflections had potential to promote critical thinking but, not all students thought critically. Knowledge construction in groups and in class discussions happened at lower levels. This paper presents the conceptual framework, design specifications and evaluation results of the ILE. Implications of the results are discussed.     

Book Reviews

The following books are reviewed.     

Exploring Participatory Journalism in Mediterranean Countries

Digital media have rapidly adopted mechanisms for transforming their audience into active content providers. Various studies have shown that the main motivation for developing audience participation is financial in nature and that journalists are striving to retain their role as gatekeepers. Nevertheless, “participatory journalism” opens up the public arena to citizen debate. The main aim of this article is to examine how 20 media, two from each of 10 countries on both sides of the Mediterranean, have integrated user-generated content, and to identify whether the forms of participation offered by these media are conditioned by national political and media systems. The results show that in democracies the opportunities for participation are greater than in countries with autocratic regimes. However, significant internal differences were identified.     

A framework for designing interactive multimedia to scaffold young children's understanding of historical chronology

Young children's understanding of thehistorical past is often characterised by alack of temporal differentiation and a sense oftotal discontinuity with the present. Researchhas suggested that this situation may be causedin part by their formation of inappropriaterepresentations when solving problems ofchronology. To help children construct moreappropriate external representations forparticular tasks and reason more effectivelywith them about chronological concepts, weinvestigated the role that interactivemultimedia might play in scaffoldingteacher-led activities in the classroom. Inthis paper we report on our conceptual designand pedagogical approach to developingeffective dynamic, interactive representationsand activities at the computer interface, aimedat bridging the conceptual gap between concreteexperience and abstract concepts. Evaluationsof the software built using this frameworkshowed that the program was well received bychildren and teachers alike, and that it wasable to facilitate children's understanding of,and ability to reason about, chronology.     

网络环境下导游实务课程作业模式研究

本文从导游实务课程作业布置和设计入手,对网络环境下的导游实务课程作业模式进行探讨,提出网络环境下的课程作业的设计和考核要突出个别性、过程性和交互性,并实践验证了实施网络环境下课程作业模式的有效性。