The relationship between personality adjustment and success in remedial programs in dyslexic children

Dyslexic and a normal group consisting of 104 children each were matched with reference to age, income, intelligence, and sex. Specific personality dimensions including self-concept, achievement motivation, general manifest anxiety, test anxiety, and behavior deviance were measured. Dyslexic children showed poorer adjustment in all areas of personality. Comparison of results within the dyslexic group showed that children who are successful in remedial training show better emotional adjustments than unsuccessful dyslexic children. A stepwise multiple regression analysis employing personality variables and overall success in remedial language training was computed. Classroom behavior and self concept were found to correlate with success and yielded a multiple correlation of .544. Results are discussed with reference to remediation and treatment.     

胡适出任北京大学文学院院长的经过

胡适的日记、来往书信,以及北大收藏的相关史料表明：胡适任院长的时间是1932年2月,不是学界一般认为的1931年。胡适对于1930年代北大的中兴起了很重要的作用,但是他在开始的一段时间里是以兼职教授身份为北大帮忙,不愿意在北大正式任职。“九·一八”事变后,国内政治环境和北大校务方面的一系列变化最终促成了胡适出任北大文学院院长。     

The state of play of Associate Deans,learning and teaching,in Australian universities, 30 years on

ABSTRACT

Learning and teaching leadership by Associate Deans has struggled for effective acceptance in universities for decades. Various Government reviews, policy changes, and reward and recognition systems have been implemented to encourage universities to focus on learning and teaching leadership, and to assure quality outcomes in a changing global landscape. The role of the Associate Dean was created to lead learning and teaching strategically in local university contexts. Despite many recommendations to support the role, it has been reported for almost three decades that Associate Deans struggle to bring about change in the enhancement of learning and teaching. So, have things changed for the Associate Deans, are they more equipped to lead learning and teaching in university contexts now? In this article, through interviews with 25 Associate Deans, and through a Bourdieusian lens, we explore the Capital they possess in their leadership roles. Such Capital is considered against 35 Hallmarks identified in the literature as key to fully equipping Associate Deans as learning and teaching leaders. Both individual Capital and Capital deriving from how the Field is enabling or inhibiting Associate Deans are explored. It is revealed that many Associate Deans may not have the Capital necessary to fully equip them for their leadership of learning and teaching role, and that the traditional university culture, or Field in which they operate, either purposefully or unconsciously may be contributing to inhibiting their leadership. This article provides a timely opportunity to pause and contemplate the Capital that is required for Associate Deans in their role. It highlights for university administrators and leaders what is required for Associate Deans to be fully equipped to fulfil the role and to lead the learning and teaching change that is necessary for universities to thrive.     

论新时期高校图书馆馆长的选任

论文阐述了我国高校图书馆领导体制的沿革与现状，分析了目前由教授兼任馆长的利与弊，并针对高校图书馆馆长的选任资格提出了一些看法。     

Pictorial organization in prose learning

Ninety undergraduates of high and low prior knowledge of geology read a difficult prose passage concerning the formation of a meander. Two groups of learners were forced to process a map-like organizer either before or after they read the passage, while a control group was provided no pictorial support. The results showed that subjects with little prior knowledge who were provided with the organizer prior to reading recalled at a level similar to that of subjects with a good deal of background knowledge. The findings were interpreted as support for the use of map-like organizers in the primary position to aid comprehension.     

Cerebral laterality effects in the dual processing of prose

The degree to which the concreteness of prose material presented in an auditory fashion would interact with learners' lateral preference under different right hemispheric presentation conditions was investigated with 96 normal adults. Forty-eight subjects with consistent right preference patterns and a like number of bilateral individuals were either instructed to image, given a visual-spatial interference task, or given no instructions before listening to passages which differed in abstractness. As predicted across conditions, learners recalled a significantly greater number of ideas when the passage was concrete. Importantly, the abstractness was found to interact with subjects' inferred cerebral dominance. Whereas instructions to image and visual interference had little significant effect on mixed dominant subjects, for more consistently lateralized subjects imagery instructions increased and right-hemispheric interference decreased concrete recall. The results were interpreted in terms of visual and verbal encoding concomitant with cerebral lateralization.     

Analysis of Presidential Primary Campaign Commercials of 2004

This article examines television advertising used during the 2004 presidential primary campaign. Based on interviews with the advertising creators and on repeated viewings by the author and his students it describes and analyzes the advertisements. It reveals that Iowa was the heavy spending state at $12.4 million. It discloses how Kerry won through heavy late spending depending on testimonial advertisements from veterans and others; how Edwards depended on talking-head and town meeting advertisements; how Dean's innovation was the delivery of advertisements on the internet; how Clark relied on a strong bio-documentary while Gephardt, Lieberman, and Kucinich had less notable advertisements.     

The effect of modality shifts on proactive interference in long-term memory

Two experiments examined the effects of shifts in the modality on proactive interference in long-term memory. In Experiment 1 subjects learned a 40-word list presented in one of two forms of auditory/visual change—blocked or random. In the blocked conditions, learners were presented half the words in one modality followed by the remaining 20 words in the other modality. Subjects in random conditions also received 20 nouns in each modality, but the presentation was random. Following a delay, all subjects completed an 80-item recognition test. Analysis of these data showed a definite effect (p < .001) for the random change in modality when compared to the blocked presentation. As predicted, distinct reduction in serial position effects was found with the modality of presentation was random. In contrast, the blocked presentation produced two well-defined serial position curves. In Experiment 2 the effects of a shift in the modality of presentation on proactive interference were studied with high and low conceptual rigid subjects. Four similar prose passages were presented with a modality shift taking place in the last passage in a shift condition. Subjects in nonshift conditions were presented the passages exclusively in either the auditory or visual mode. The results showed that a shift in the modality of presentation of a prose passage provided a powerful releaser from proactive interference. The superior performance of rigid thinkers regardless of experimental group membership was explained in terms of organizational memory strategies.     

关于赵复北上的时间问题

赵复北上燕京的时间历来有诸多争议,书院研究大家邓洪波教授就认为赵复北上在元太宗十二年．公元1240年。本文通过对史料的分析、研究,认为赵复北上当在元太宗七年,公元1235年蒙古南侵,蒙古攻克德安城后。     

Controversy within a cooperative or competitive context and cognitive perspective-taking

Forty-five undergraduates discussed a moral issue with a confederate who had the same opinion (no controversy) or opposite opinion (controversy). Subjects in the controversy conditions discussed within either a cooperative or a competitive context. Subjects in the controversy conditions indicated more conceptual conflict or uncertainty, engaged in more information seeking behavior, and were more accurate in taking the cognitive perspective of the confederate than were subjects in the no-controversy condition. These results support Piaget's and Kohlberg's views of the role of controversy in perspective-taking and cognitive development and Berlyne's theory of conceptual conflict and epistemic curiosity. Subjects in the competitive-context conditions experienced more uncertainty, engaged in more information-seeking behavior, and were more accurate in cognitive perspective-taking than were subjects in the cooperative-context condition. Subjects in the competitive-context condition also experienced more cognitive dissonance, derogated the confederate and the confederate's position and arguments to a greater extent, and indicated greater closed-mindedness in responding to the confederate and the confederate's arguments than did subjects in the cooperative-context or the no-controversy conditions.