Effects of different text display types on reading comprehension,sustained attention and cognitive load in mobile reading contexts

Despite the popularity of mobile reading devices, many studies have indicated that small screens restrict information transmission, adversely affecting reading performance on mobile devices. Moreover, mobile reading typically occurs in different reading contexts. Therefore, suitable text display type for mobile reading in different reading contexts should be considered, such that learners can effectively read content. This work selected the frequently used static and dynamic text display types (i.e. Paging and Auto-scrolling) and assessed their effects on mobile reading performance. Furthermore, the features of static and dynamic text display types were considered when designing a mixed text display type for mobile reading. Based on brainwave detector, reading-comprehension test sheet, and cognitive-load scale, this work designed a mobile reading experiment with a two-factor experimental design to assess the effects of the selected static, dynamic, and designed text display types, which were respectively presented in sitting, standing, and walking contexts, on reading comprehension, sustained attention, and cognitive load of learners. Experimental results show that sitting obtained the highest sustained attention and the mixed text garnered lowest sustained attention. Moreover, although analytical results show that no significant difference existed in overall reading comprehension with each text type presented with the mobile reading contexts, reading comprehension (i.e. memory, comprehension, and application types) was significantly affected by the reading context, and to some degree, the text display type. This work also found that the text display type is a major factor affecting learners' cognitive load; however, learners' cognitive load is not be affected by the considered reading contexts. Among the three text display types, the mixed type generates the highest cognitive load, followed by the dynamic type, and then the static type. In conclusion, the three reading contexts with the three text display types have both advantages and disadvantages for reading comprehension, sustained attention, and cognitive load. As a result, text display type for mobile reading on small screens should be adjusted according to reading context or to improve reading comprehension, attention, or cognitive load.     

A longitudinal think-aloud study of spontaneous strategic processing during the reading of multiple expository texts

This study examined the strategiesspontaneously used by university students asthey tried to understand multiple expositorytexts as part of their normal reading andstudying. Law students read self-selected textsat different points in time during onesemester. Think-aloud protocols generatedduring reading were analyzed to identify typesof strategic text processing. It was foundthat students' strategic processing changedover time, with some of the changes associatedwith changes in students' perception of thenature of the reading task. Different changesin strategic processing were observed forstudents at different levels of performance.     

论翻译标准与翻译模式

用一种翻译标准去衡量所有的翻译是不科学的,也是不可能的;同时,指望用一种或几种翻译模式就解决所有的翻译问题也是徒劳的。翻译标准和翻译模式应随着原文、译文、原文风格、译者和译文读者的不同而不同。     

A Teacher’s Mediation of a Thinking-Aloud Discussion in a 6th Grade Mathematics Classroom

This article presents a Vygotsky-inspired analysis of how a teacher mediated a “thinking aloud” whole-group discussion in a 6th grade mathematics classroom. This discussion centered on finding patterns in a triangular array of consecutive numbers as a phase towards building recursive and direct algebraic formulas. By a “thinking aloud” discussion we mean a conversation wherein students exchange and further develop ideas-in-the-making with their peers under the teacher’s guidance. Drawing upon Halliday’s systemic functional linguistics (SFL), we treated the selected discussion as a text. We then analyzed how the teacher mediated the conjoined making of this text so that it served as an interpersonal gateway for students to practice searching for patterns and signifying these patterns in propositional form. This analysis was guided by the following questions: How did the discussion as a text-in-the-making mean what it did? What was the role of the teacher in the conjoined making of this text? Our study illustrates the power of SFL for capturing the inner grammar of instructional conversations thus illuminating the complexities and subtleties of the teacher’s role in mediating semiotic mediation in mathematics classrooms.     

文本的敞开性与教师权威的瓦解

从文本阅读的角度来理解教育,教育活动就是学生对文本意义的重构,是重写教育文本,塑造人生的过程。因而,有必要重新理解教师的职责,教师是文本的解释者,是学生阅读文本的帮助者。而学生在阅读文本中实现了主体性,同时也瓦解了教师应是权威的传统认识。     

浅论"群体形象"在话剧《思凡》中的运用

拟以戏剧舞台上处于次要角色的“群体形象”作为中心论题,以《思凡》为例,探讨“群体形象”在孟京辉先锋戏剧中发挥的重要作用。笔者将就布莱希特戏剧理论及其作品加以比较分析,并以其为参照系对希腊歌队和中国传统戏曲进行回顾对比,从文本叙述、舞台调度两个层面进行探讨。从布莱希特到孟京辉,虽然“群体形象”始终只能是配角,可是在一度、二度创作中的巧妙运用,使其永远具有独特的美学特征和功用,必将继续活跃在当代戏剧舞台上。     

解释学与西方心理学的发展

从历史发展的角度来看，解释学对人文科学心理学、存在心理学以及心理学的后现代转向产生了重要的影响。解释学视人的心理和行为为解释的文本，使对意义和价值的理解进入心理学，扩大了心理学的研究视野，丰富了心理学的研究方法，并使人文科学心理知识的合法性得到确立。然而，解释学并非完善，这就造成了其在西方心理学中运用的局限性。     

启示经典无限可能的未来──德里达与解构批评

描述结构主义、现代主义的信念为解构论的出场铺展了精神背景，后现代景观则呈示了解构论生成发展的现实语境。德里达的书写姿态就是在“逻各斯中心论”的极权威压下展开反叛，“阅读策略”就是他的“书写姿态”在经验层面上的运作。德里达的“反本质主义”文学观引起了传统文本观的变革。解构论的思维方式有纠偏的优势，但也有其不可超越的限度。     

原作者的意图和语境是翻译时取舍的尺度

翻译是一种不同文化间的交流。文化间的“同”使翻译成为可能,“异”则是翻译的难处。要保持译文与原文在内容与形式上一致,应该以原文作者的意图和实际语境作为取舍的标准。     

神韵内涵探讨

文学活动系统理论的发展为研究神韵提供了新的视野.依据文学活动四要素即生活、作者、作品、读者,从现实生活、创作主体、作品和接受主体这四个角度来探讨神韵.现实生活的内在精神是神韵产生的源泉.创作主体通过养气,形成富有神韵的审美气质和个性,进而创作出富有神韵的作品.作品是神韵的载体,神韵在作品中表现为超越语言、由作品整体产生的深远无穷的意蕴.接受主体在接受作品时,在创作主体意图的指引下感悟出人的生命意义、人生存在的价值以及现实生活的意蕴,形成富有个性的认识,丰富作品神韵的内涵,实现对神韵的再创.现实生活、创作主体、作品、接受主体构成了文学创作活动连续的、上升的循环系统,神韵在这一系统中不断循环、流动、创新.