The neural bases of vitality forms     

Giuseppe Di Cesare  Marzio Gerbella  Giacomo Rizzolatti 《国家科学评论(英文版)》2020,7(1):202

Unlike emotions, which are short-lasting events accompanied by viscero-motor responses, vitality forms are continuous internal states that modulate the motor behaviors of individuals and are devoid of the autonomic modifications that characterize real emotions. Despite the importance of vitality forms in social life, only recently have neurophysiological studies been devoted to this issue. The first part of this review describes fMRI experiments, showing that the dorso-central insula is activated during the execution, the perception and the imagination of arm actions endowed with different vitality forms as well as during the hearing and the production of speech conveying vitality forms. In the second part, we address the means by which the dorso-central insula modulates the networks for controlling action execution and how the sensory and interoceptive information is conveyed to this insular sector. Finally, we present behavioral data showing the importance of vitality forms in social interactions.  相似文献   

The impact of peer achievement and peer heterogeneity on own achievement growth: Evidence from school transitions     

《Economics of Education Review》2013

This paper estimates ability peer effects on achievement growth in reading and math. It exploits variation in peer characteristics generated at the transition from primary to secondary school in a sample of Berlin fifth-graders. As will be discussed in detail, this variation is exogenous in large parts. Results are similar for both achievement measures: pupils benefit from abler peers, but high-achievers do so to a smaller extent. The variance in peer skills has no impact on achievement growth – the corresponding estimates are negative, but insignificant.  相似文献   

大学英语写作中逻辑错误分析及对策     

张艳红  伍春霞  宋娟 《湖南第一师范学报》2010,10(3):62-64,105

通过对湖南中医药大学非英语专业学生的两篇习作的研究表明：在纠正学生写作中所犯的逻辑错误方面,相比教师反馈,同级反馈效度低。因此,教师在对学生习作进行反馈时,尤其要指出学生逻辑思维方面的漏洞,以提高他们的逻辑思维能力,从而从根本上提高学生的写作应用能力。  相似文献   

《Tsinghua Science and Technology》网上国际审稿   总被引：2，自引：3，他引：2  

李丽  张凤莲  杜文涛 《编辑学报》2005,17(3):214-215

总结近2年网上国际审稿的情况,分析网上国际审稿的优势和不足.网上国际审稿速度快、质量好,但审回率偏低.在开展网上国际审稿时,应准备好稿件、审稿单和有关信件,还需及时催审和回复审稿专家的信件,尽可能加强与审稿专家的联系.  相似文献   

FTP服务器在稿件传输中的应用     

夏小东  邬亚文  职桂叶  方洪民  何建妹  李建 《编辑学报》2007,19(1):42-44

介绍动态域名FTP服务器在期刊稿件送审中的应用,主要包括大容量稿件送审和审稿专家自主择稿进行审阅的实现方法.  相似文献   

Questions to assess learning as a communicative routine for inclusion     

Órla Ní Bhroin 《British Journal of Special Education》2013,40(3):114-123

In the context of rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland, a study was conducted to investigate the interplay between policy and principles of inclusion, resource teachers' and class teachers' interpretations of this and the manner in which policy and principle is enacted in their practice. Based on nine resource teachers and nine class teachers each paired in a particular school, interviews to elicit teachers' interpretations combined with observations to document the detail of practice generated data from which nine case studies were crafted. Findings revealed that teachers' interpretations and constructions of inclusive practice are grounded in the central tenets of communicative routines, attunement and coherence‐fragmentation. As such, the pedagogical practices central to facilitating inclusion are as follows: teachers' use of questions to assess learning and mediated talk; transactional teaching–learning interactions contributing to transformational teaching‐learning episodes; and optimal interfacing of resource teachers and class teachers. This article, by Órla Ní Bhroin of St Patrick's College, Dublin City University, focuses on teachers' use of questioning to assess learning as a communicative routine for inclusion.  相似文献   

Partnership Programs in U.S. Schools: Their Development and Relationship to Family Involvement Outcomes     

Steven B. Sheldon  Frances L. Van Voorhis 《School Effectiveness & School Improvement》2013,24(2):125-148

This study examined data from over 300 U.S. schools on their efforts to develop high quality programs of school, family, and community partnerships. Analyses show that elementary schools, schools with greater support from parents, teachers, and the community; and schools that evaluated progress reported higher quality partnership programs over time. Higher quality programs were associated with wider implementation of parent-child interactive homework, higher levels of parent volunteering, and more parents on school decision-making committees. Results identify factors that could help schools develop quality partnership programs and suggest that these programs translate into higher levels of family involvement in students’ learning.  相似文献   

基于特征数据的开放式同行评议关键因素的实证分析     

贺颖  徐小然 《中国科技期刊研究》2022,33(8):1041

【目的】对影响开放式同行评议实践的相关因素进行实证研究,发掘开放式同行评议的关键影响因素。【方法】以Directory of Open Access Journals (DOAJ)中开放式同行评议期刊为研究对象,通过网络爬取相关数据。采用变量分类赋值的方式,对影响开放式同行评议的相关定性因素进行量化分析。采用多重对应分析图展示开放式同行评议相关影响因素及其不同类别的内在关联;采用最优尺度回归模型揭示相关影响因素对开放评议类型的影响程度。【结果】开放评议类型与评议专家身份的公开类别具有极密切的关联,评议专家身份对开放评议类型有显著正向影响,且重要性程度值非常高。【结论】评议专家身份是否公开成为开放式同行评议实践模式的关键影响因素,透明性同行评议是当前开放评议行之有效的实践模式。  相似文献   

《心理学报》开放性同行评审方式探索及初步成效   总被引：4，自引：4，他引：0  

李金珍  庄景春  邱炳武 《中国科技期刊研究》2015,26(2):139-142

【目的】 为我国科技期刊进行开放性同行评审提供借鉴和思路。 【方法】 介绍了《心理学报》在开放性同行评审方式上的探索,《心理学报》采用了“开放性同行评审”的一种变式——公开审稿意见。 【结果】 经过充分讨论权衡试用“开放性同行评审”方式的利弊后,《心理学报》最终决定采用“公开审稿意见”这种“开放性同行评审”的变式。 【结论】 除不能达到“缩短发表周期”的目标外,公开审稿意见的方式可以实现“开放性同行评审”的大部分初衷。  相似文献   

认知视角的科学基金项目专家评议意见分析——基于ER规则的研究     

王东鹏  朱卫东  陈波  刘芳 《科学学与科学技术管理》2015,36(4)

科学基金专家评议意见的可解释性会影响项目资助合理性以及项目申请者对评议意见的理解。项目评议时,专家先根据评议要点对项目的科学意义和应用前景等属性进行评价,得出综合意见;科学基金再合成多位专家意见,得出项目评议结论。在此过程中,专家属性意见与综合意见的一致性和专家间的非共识意见是影响专家意见可解释性的主要问题。上述问题可从认知视角分析其影响因素,并利用ER规则量化影响因素、合成专家意见。通过分析量化可界定专家属性意见的一致性权重关系,判断意见是否一致;而专家间的非共识意见也可因此分为"因属性评价意见不同、权重不同或专家意见不一致造成的非共识";最后依据科学基金专家评议的真实信息验证了方法的适用性。  相似文献