The catcher in the lie: The role of emotions and epistemic judgments in changing students’ misconceptions and attitudes in a post-truth era

We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed.     

Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources

Learners may increasingly encounter conflicting expert reports. However, little is known about how they deal with this challenge. We examined how learners' familiarity with a controversial historical topic affects their epistemic judgments of conflicting expert claims and sources, the interplay of their claim and source evaluation strategies, and their meta-epistemic understanding of the legitimacy of the disagreement (absolutist, multiplist, and evaluativist perspectives). In two studies, topic familiarity increased agreement with belief-consistent expert claims and the perceived trustworthiness of the expert who presented these claims. Topic familiarity also impacted the coordination of evaluation strategies and led to greater reliance on knowledge-based validation. However, topic familiarity did not affect meta-epistemic understanding of the legitimacy of the controversy. In the second study, reading an explanation about reasons for disagreements between historians resulted in higher evaluativism. Teaching about expert disagreement may be a productive approach for promoting appreciation of the diversity of knowledge.     

Managing physical education lessons: an interactional approach

Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. Despite considerable potential for these kinds of events, many PE lessons occur in structured, organized ways. The broad purpose of this paper is to consider how classroom action becomes ordered in PE contexts. To this end, an interactional approach is put forward including the specific analytic concepts of directives, epistemic authority and deontic authority. To exemplify the approach, the micro-dynamics of a situation in which a group of students are building a human pyramid is examined. The examination draws attention to: how the teacher engages in a series of interactions with the students to move the sequence forward; how the students themselves achieve order through their interactions with one another; and how the characteristics of the activity help to organize the students' behaviors and limit possibilities for action. The discussion is located against a backdrop of current CM scholarship. Reference is also made to two aspects of social context: the increasing prominence of managerial discourse in educational arenas and the significance of student-centeredness in pedagogical theory. Both aspects appear to influence how order can be achieved in PE today. The analysis raises issues related to pedagogy, management and authority which are addressed in the final two sections of the paper.     

《世说新语》同形异类语气副词辨析

文章对《世说新语》的同形异类语气副词进行辨析,揭示这些词的特点,以及不同意义间的差别和联系,并探讨其成因和对整个语气副词系统的影响。     

"势必"的词汇化

语气副词“势必”由非词的分立的句法单位词汇化而来。在古汉语中“势”与“必”共现有四种句法类型:其 “势必” VP;主语 “势必” VP;小句 “势必” VP;“势必” 小句。在这四种句法类型中,“势必”为副词的形式标志有三个:“其势必”中的“其”由指示代词转向人称代词;“势”的实指义虚化;“势必”居小句首表示一种主观态度。根据上述标志,“势必”作为副词形成于魏晋南北朝与唐宋时,完全成熟于元明清时期。其词汇化的主要因素是“势”的意义虚化,与“必”融合为一个复音副词。     

基于形式语言的Word操作题自动阅卷方案及其实现

在实践的基础上,提出了一个新的Word操作题自动阅卷方案;给出了方案中Word操作题的存储结构;分析了阅卷方案的主要算法;介绍了实现自动阅卷的VBA技术,给出了一些关键代码。     

Verbal energy: attending to poetry

This paper contends that the current English curriculum does not adequately acknowledge the potential of poetry to make meaning through sound. It reflects on how sound may embody or communicate meaning, and seeks enhanced conceptions of this aspect of poetry for pedagogy and the curriculum. It begins with the attention the mainstream press gave to Seamus Heaney's remarks about Eminem, and progresses to consider Heaney's notion of ‘verbal energy’ in the light of developing conceptions of multimodal ‘new literacies’. It suggests that new approaches could accord with an oral heritage approach to poetry while also acknowledging the influence of the communicational environments pupils experience beyond English classrooms. Throughout, the author draws on material that has informed his on‐going Teacher Training Agency‐sponsored project exploring the ways in which pupils approach poetry as sound, soon to be detailed on web resources for the English teaching community.     

从人际功能分析散文《神秘的白色栀子花》

系统功能语言学理论是语言学界二十世纪后半叶最具影响力的理论之一,它有助于语言学工作者深入地解析语言。本文通过对散文《神秘的白色栀子花》的语气结构和情态系统分析,证明采用该理论中的人际功能分析文学语篇是可行的,并且是用于语篇分析的一种非常有效的方法。     

透视言语背后的意义——探讨人际功能分析在电影对白赏析中的应用

选择就是意义,这是功能语言学的核心原则。从人际功能的角度分析《魂断蓝桥》的一段对白,并试图通过分析其语言表达形式的选择来揭示其背后的真正意义。     

花间美人 情景并茂——《西厢记·长亭送别》的描写艺术

《西厢记》是元杂剧的一颗明珠,也是我国古代戏剧文学奇葩。其词如花间美人,铺叙委碗,深得骚人之趣。最脍炙人口的一折《长亭送别》,景物、人物情态、人物语言描写精彩纷呈,修辞技巧丰富多彩,值得人们细细品味。