什么是“儿童心理理论”?——评儿童心理理论发展研究中的“概念混淆”   总被引：3，自引：0，他引：3  

熊哲宏 《华中师范大学学报(人文社会科学版)》2001,40(5):128-133,142

本文围绕什么是“儿童心理理论”的本质,对儿童心理理论发展研究中的一些关键概念进行了剖析,特别是致力于澄清当前研究中普遍存在的“概念混淆”问题。论文表明,明确儿童心理理论发展研究的概念基础,是推进和深化这一研究的方法论前提。  相似文献   

Epistemological Beliefs Across Domains Using Biglan's Classification of Academic Disciplines   总被引：1，自引：0，他引：1  

Schommer-Aikins  Marlene  Duell  Orpha K.  Barker  Sue 《Research in higher education》2003,44(3):347-366

The purpose of this study was to examine students' beliefs about the nature of knowledge and learning, epistemological beliefs, across domains that vary according to Biglan's classification of academic disciplines (hard vs. soft disciplines and pure vs. applied disciplines). One hundred and fifty-two university students completed three questionnaires that assessed their epistemological beliefs about mathematics (hard-pure), the social sciences (also pure), and business (neither hard nor pure). Correlations indicated that students' epistemological beliefs were similar for mathematics and social sciences, as well as for mathematics and business. When the amount of academic experience was taken into account, some evidence of domain specificity was found. These results support Sternberg's caveat that the dichotomy of domain generality/specificity is an assumption that should be questioned. We propose that future researchers should investigate the breadth of applicability of epistemological beliefs.  相似文献   

Inter-segmental coordination in progressions for the longswing on high bar     

Gareth Irwin 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):131-144

Abstract

The aim of this study was to determine if critical parameters for elite performance could be identified among a population of female shot putters. The performance of seven of the top women shot putters competing at the 2002 USA National Championships was examined. Video data were captured using two Panasonic 60 Hz cameras and the best throws of each athlete were digitized and analyzed using a Peak Motus three‐dimensional motion analysis system. Thirty variables were examined for their effect on the distance of the throw. Correlation analysis indicated that measured distance was positively correlated with release speed (r = 0.97, p < 0.0003) and shoulder‐hip separation (r = 0.72, p < 0.06) and negatively correlated with release angle (r = ‐0.74, p < 0.056), rear knee angle at rear foot touchdown (r = ‐0.93, p < 0.003) and rear knee angle at release (r = ‐0.76, p < 0.047). Greater knee flexion angle at both rear foot touch down and release along with a neutral shoulder‐hip angle at release were identified as the most critical parameters for success among this sample of elite women shot putters. The unique observation about the knee positions at specific events should assist in new training and coaching developments.  相似文献   

从海外大学生的特殊性探索其管理策略     

余香莲 《丽水学院学报》2009,31(6):91-94

通过与大陆学生在教育背景、文化背景、家庭环境及教育模式上的比较,了解海外大学生的特殊性,并从其特殊性出发,鼓励学生、重视学生,接纳学生、理解学生,对其进行个性化管理以及情绪疏导,从心理上走近学生,并通过形式多样的学生活动增强学生的凝聚力,充分调动海外大学生的创造性和无限潜力。  相似文献   

视觉空间认知加工的可塑性及其对特殊教育的启示     

晏碧华  游旭群 《南京特教学院学报》2007,(3)

可塑性是指有机体在环境反应过程中其结构和功能的可变性和突变性。行为可塑性的研究主要表现在对行为的形成与发展、行为自动加工的获得性及其影响因素的考察,行为可塑性是以脑结构的可塑性为基础。视觉空间认知加工的可塑性研究可通过检验训练效应和年龄效应而得以实现,多种视觉空间认知加工的可塑性存在差异。可塑性的研究提示:教育具有长时功效性和终生性。而视觉空间认知加工的可塑性研究则提示:选择性地进行特殊领域的系统训练可使特殊儿童的康复训练达到事半功倍的效果。  相似文献   

论运动训练的特异性处方   总被引：2，自引：0，他引：2  

马继政 《安徽体育科技》2010,31(1):27-30

运动训练是一个生理性的刺激,长期训练可产生生理上的适应。特异性原则作为运动训练和评定的基本原则之一,一直受到广泛的关注和研究。综述和评估了有氧耐力训练、集体类的竞技运动项目、力量和爆发力训练等特异性处方。特异性原则实际应用不是绝对的,在分子水平,特异性原则内在分子变化的机制不断被发现和证实,新的理论的发现可能为运动训练的特异性处方制定提供帮助。  相似文献   

技术创新专用性投资与治理机制   总被引：1，自引：0，他引：1  

苑泽明  严鸿雁 《科学学与科学技术管理》2009,30(5)

资产专用性理论把企业契约的不完全性作为逻辑分析的起点,把专用性资严投资当成逻辑的核心变量,把治理机制安排看成是逻辑的结果,整个理论在契约不完全一资产专用性一企业所有权安排这一分析框架中来运行.运用资产专用性理论分析框架,分析技术创新专用性投资不足的本质原因,提出技术生命周期不同阶段技术创新投资的专用性与其治理机制应该相互匹配.  相似文献   

基于交易费用的反向物流外包机理研究     

吴刚  晏启鹏  游宗君 《中国软科学》2008,(3):153-160

反向物流外包是介于市场和层级之间的混合治理结构,外包成本包括交易费用和运作成本。以交易费用理论为基础,借鉴威廉姆森的启发性模型,建立了反向物流市场交易的费用效率分析框架,从静态和动态两个方面分别研究了反向物流市场交易的费用效率主要影响因素及其作用机理。从静态来看,专用性资产与不确定性是反向物流市场交易费用效率的主要因素,核心能力及反向物流信息也会对其产生一定影响;从动态角度看,信息技术的发展、"双赢"的合作竞争趋势以及二者的共同作用能够抑制静态条件下,反向物流市场交易的费用效率影响因素的影响作用,促进反向物流市场交易的发展。  相似文献   

Contrasting orthographically similar words facilitates adult second language vocabulary learning     

《Learning and Instruction》2022

When learners acquire new words in a second language (L2), their lexical representations and links are initially imprecise. As new, similar words are learned, these representations must become more specific to avoid errors. This study investigated whether contrasting similar words triggers this sharpening process and facilitates learning. In a multiple-choice learning task, 114 adults acquired orthographically and semantically similar L2 (pseudo)words by either contrasting them or not. In Experiment 1, participants contrasted the L2 words, and in Experiment 2 they contrasted words in their first language. Only contrasting orthographically similar L2 words facilitated their acquisition. We conclude that contrasting underspecified representations serves as a learning mechanism that guides attention to relevant lexical information. As such, it enables learners to build more specific representations and is conducive to learning. Possibilities for further research and potential implications for L2 vocabulary instruction are discussed.  相似文献   

Different time and context = Different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions     

《Contemporary educational psychology》2023

Prior research has demonstrated that achievement goals for teaching matter for student learning and teacher experiences. While previous studies have primarily focused on how goals differ between individuals, educational theorists and practitioners have proposed that investigating variation within individuals may be more suitable for explaining their daily experiences. To investigate the magnitude of within-person variation in goals, we distinguished between temporal variability and context specificity and tested their relevance for differences in emotional experiences when teaching. One-hundred-and-eight higher education teachers participated with 213 courses and 949 consecutive course sessions across an average of five weeks. Before each session, they reported their current achievement goals, and directly afterwards, the emotions they experienced throughout the respective session. We used multilevel analyses to investigate sources of variation in these constructs. Results indicated that between half and two thirds of the variability in goal pursuit could be attributed to a stable-general fraction (between-level: different teachers), and that goal pursuit also had substantial amounts of variable-general (different semester weeks of the teachers), stable-specific (different courses of the teachers), and variable-specific (remaining session variance) fractions. Variability in emotions could also be attributed to these four fractions to a substantial extent, with the stable-general fraction being lower than for the goals. Further, emotions were systematically related to achievement goals, with different effects being observable for the different levels. Taken together, these findings contribute to a better understanding of how to conceptualize and assess achievement goals for teaching and how they are intertwined with emotions.  相似文献