促进出口与经济发展——以韩国为例     

Jai S. MAH  高华  邵丹 《软科学》2007,21(6):34-38

分析了韩国促进出口措施的贡献和存在的问题,阐述了韩国从过去注重直接出口补贴向现在的间接出口激励措施转变,促进经济发展的经验。  相似文献   

基于复杂理论的知识创造机理研究   总被引：6，自引：0，他引：6  

王毅  吴贵生 《科学学研究》2005,23(1):101-105

本文把复杂理论与知识创造相结合,提出基于复杂理论的知识创造机理。文章运用这一机理分别对促进知识创造的正例和抑制知识创造的反例进行了分析。分析表明:在影子系统和合法系统的作用下,清华同方核技术公司占据了创造性空间,获得知识创造;而不适应性学习的存在、影子系统和合法系统对创新的规避,致使成都某电缆公司不能占据创造性空间,从而抑制知识创造。  相似文献   

空间核电源     

After.  S 张昭祥 《科学中国》1991,(10):1-6,84

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婴幼儿的符号意识     

Judy S.Deloache 《科学中国》2005,(10):62-67

在学习一种事物可以指代另一种事物的过程中，幼儿常常将真实的事物与它的符号相混淆，这些错误表明，开始用符号思维是多么的困难。  相似文献   

产学研合作中粘滞知识的成因与转移机制研究   总被引：95，自引：5，他引：95  

王毅  吴贵生 《科研管理》2001,22(6):114-121

随着知识经济时代的来临，知识日益成为企业的战略资源。对于我国企业来说，通过产学研合作，把外部知识转移到企业内部并创造价值是赢得竞争优势的重要途径。粘滞知识是持续竞争优势的源泉。而在知识转移过程中，它正是转移的关键和难点。本首先探讨粘滞知识的界定，剖析粘滞知识的成因。然后，在此基础上，从理论上探讨克服粘滞的途径，提出粘滞知识转移的理论模型。最后以清华大学大型集箱检查系统科技成果产业化过程为例，对粘滞知识转移机制进行实证分析。  相似文献   

用激光捕获中性粒子     

Chu  S 郭爱伦 《科学中国》1992,(6):33-39

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The emergence of toxicogenomics: a case study of molecularization     

Shostak S 《Social studies of science》2005,35(3):367-403

This paper described the efforts of scientists at the National Institute of Environmental Health Sciences (NIEHS) and their allies in the National Toxicology Program to molecularize toxicology by fostering the emergence of a new discipline: toxicogenomics. I demonstrate that the molecularization of toxicology at the NIEHS began in a process of 'co-construction'. However, the subsequent emergence of the discipline of toxicogenomics has required the deliberate development of communication across the myriad disciplines necessary to produce toxicogenomic knowledge; articulation of emergent forms, standards, and practices with extant ones; management of the tensions generated by grounding toxicogenomics in traditional toxicological standards and work practices even it transforms those standards and practices; and identification and stabilization of roles for toxicogenomic knowledge in markets and service sites, such as environmental health risk assessment and regulation. This paper describes the technological, institutional, and inter-sectoral strategies that scientists have pursued in order to meet these challenges. In so doing, this analysis offers a vista into both the means and meanings of molecularization.  相似文献   

Effects of bottom-up and top-down intervention principles in emergent literacy in children at risk of developmental dyslexia: a longitudinal study     

Helland T  Tjus T  Hovden M  Ofte S  Heimann M 《Journal of learning disabilities》2011,44(2):105-122

This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme-grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), "from sound to meaning", and top-down (TD), "from meaning to sound." Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.  相似文献   

Effects of three interventions on the reading skills of children with reading disabilities in grade 2     

Gustafson S  Fälth L  Svensson I  Tjus T  Heimann M 《Journal of learning disabilities》2011,44(2):123-135

In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.  相似文献   

Targeting Interventions: Moderators of the Effects of Expressive Writing and Assertiveness Training on the Adjustment of International University Students     

Hijazi AM  Tavakoli S  Slavin-Spenny OM  Lumley MA 《International journal for the advancement of counseling》2011,33(2):101-112

Acculturative stress is a common experience for international students and is associated with psychological and physical problems. In a previous study (Tavakoli et al. Journal of Counseling Psychology 56:590-596, 2009), the authors reported that two stress reduction interventions—expressive writing (EW) and assertiveness training (AT)—had limited overall benefits among international students at an American University. The current analyses of data from that study investigated whether individual differences moderated the effects of EW and AT. Results indicate that greater acculturative stress at baseline predicted greater improvement from both interventions. Additionally, women benefited more from AT than EW, except that EW improved women’s physical symptoms. Men benefited more from EW than AT. Students with limited emotional awareness and expression tended to benefit from both interventions. Finally, nation of origin cultural differences generally did not predict outcomes. It is concluded that the benefits of EW and AT can be enhanced by targeting these interventions to specific subgroups of international students.  相似文献