Comprehension processes and outcomes with refutation and expository texts and their contribution to learning

The study compared the comprehension processes and outcomes obtained with refutation and expository text and their association with learning outcomes. After a knowledge pretest, undergraduate students read an extended expository text or a corresponding refutation text that addressed three potential misconceptions about the scientific concept of energy. Think-aloud, cued recall, and posttest data indicated that the positive impact of refutation text was more associated with comprehension outcomes than processes. Refutation text did not influence comprehension processes but facilitated valid inference generation in recall and minimized the negative effects of distortions on learning. The findings suggest the timing of the refutation text effect to be later, after reading, and its nature to be that of neutralizing the influence of any misconceptions on learning from text instead of changing them.     

The impact of lexical inferencing strategies on second language reading proficiency

Abstract. This study focuses on the source of reading problems of English as a second language learners at the high school level. The results indicate that while reading comprehension is impacted by level of receptive vocabulary knowledge, the ability to select and implement word-appropriate lexical inferencing strategies can compensate for low receptive vocabularies in relation to the demands of the text. The ability to make this selection, however, implies not only sensitivity to word structure, but also the ability to implement morphological analysis in conjunction with contextual guessing, where appropriate. These findings suggest that the development of English as a second language reading proficiency may be accelerated by acquisition of the meanings of the most productive affixes of English in conjunction with instruction in the principles of morphological analysis.     

资源集合/个体资源元数据关系描述及实现

只要是涉及资源集合搜索,现代检索系统一般都忽略了资源集合元数据的问题。而要揭示资源集合层次的信息,一种可选的方法是通过获得资源集合级和文献单元级的元数据,从而深刻理解它们之间的关系。介绍一个对资源集合与文献单元元数据关系提供分类逻辑框架的开发项目。这个逻辑构架支持：元数据规范的开发者定义元数据元素;元数据创建者描述对象;系统设计者实现应用系统的开发,该系统能够充分利用资源集合级元数据所带来的好处。介绍资源集合与文献单元元数据之间存在的三类关系实例：“属性/值传递”、“值传递”和“值约束”,表明即便是对于这些简单的例子,一个精确的公式除了要符合一阶谓词逻辑之外,还需要引入模态概念。这些公式也属于近期信息检索和本体评价方面的研究成果。