框架理论对语篇连贯的阐释力   总被引：4，自引：0，他引：4  

刘靖宇 《安阳师范学院学报》2006,(6):105-106

在语篇连贯的背后起作用的是人们复杂的认知机制,读者根据语篇本身和语境等因素构建起容纳语篇各组成部分的框架,从而形成心理连贯。连贯是心智与语篇互动的结果,认知语言学的框架理论对语篇连贯具有最佳的阐释力。  相似文献   

数学学习困难儿童的多媒体教学策略     

李国红  丁道群 《中国特殊教育》2007,(3):48-52

如何对数学学习困难儿童进行有效干预是很多教育工作者关心的问题。已有研究表明,工作记忆的缺陷是数学学习困难的根本原因。而基于认知负荷理论的教学设计正是针对人的工作记忆容量有限这一特点,利用多媒体来促进意义学习的完成。文章试图以工作记忆为桥梁,结合认知负荷理论,提出几条针对数学学习困难儿童的多媒体教学的干预措施,并指出了将来的研究方向。  相似文献   

英汉颜色词的隐喻对比研究     

徐雪梅  董召锋 《金华职业技术学院学报》2006,6(4):42-45

颜色概念的获得包括感知-认知的过程,颜色隐喻是人类认识世界的重要工具。本文从人的视觉感知,生存环境及社会文化三方面解释颜色的认知原型,对英汉语中颜色词产生的隐喻进行了对比研究,旨在加深对其的理解和记忆,便于翻译和交流中的正确理解。  相似文献   

儿童科学学习的心理年龄特征研究综述   总被引：1，自引：2，他引：1  

张维倩 《学前教育研究》2007,(1):23-26

以皮亚杰的认知发展理论为立论基础,采用文献分析对儿童科学相关实证研究进行分析,旨在剖析儿童(2￣7岁)科学学习过程中普遍呈现的心理年龄特征,本研究同时发现儿童科学学习之心理年龄特征存有普遍性、稳定性与共同性。最后依据综合分析的结果及相关实证研究的启示提出教育建议,期能对幼儿教师进行儿童科学教育有所助益。  相似文献   

听讲式接受学习过程中存在的一些问题--一种来自认知负荷的观点   总被引：3，自引：0，他引：3  

许远理 《雁北师范学院学报》2002,18(3):4-6

听讲式接受学习仍是传统课堂教学的主要模式，但它存在着很多固有的缺陷。从认知负荷的观点来看，在这种模式下，教师很难有效地解决学生认知负荷的个别差异，大部分学生不能满负荷学习；学生也很难有效地使用认知资源、认知容量、认知策略和信息外存。剖析这些影响学习荻取知识和技能的因素，可给课堂教学改革以启迪。  相似文献   

认知研究的回归－从行为主义到认知心理学     

廖全明 《涪陵师范学院学报》2002,18(5):57-59

全部心理学研究方向发展的线索都可以从行为主义到认知心理学的发展历程中找到，这个研究方向发展的线索就是认知研究的回归。从研究对象、理论基础、研究方法和理论观点等四个方面进行分析，可以看出认知研究的回归反映了心理学研究方向的发展。  相似文献   

The interplay between self-determined motivation,self-regulated cognitive strategies,and prior achievement in predicting academic performance     

Sara Manganelli  Elisa Cavicchiolo  Luca Mallia  Valeria Biasi  Fabio Lucidi  Fabio Alivernini 《教育心理学》2019,39(4):470-488

The present study examined the interplay between self-determined motivation and the use of cognitive strategies in predicting university students’ academic performance while taking into account the effect of prior achievement. A theory based model was tested using structural equation modeling on a sample of 764 Italian university students. Results showed that prior achievement influenced students’ academic performance and their motivation and use of cognitive strategies. Critical thinking was the only cognitive strategy which proved to have a significant impact on students’ academic performance. Autonomous motivation had an indirect positive impact on academic performance through its influence on the critical thinking strategy. Controlled motivation had a direct negative impact on academic performance. On the whole, our findings suggest that autonomously motivated students tend to achieve better academic performance by using critical thinking, while students who are driven by controlled motivation have lower academic performance.  相似文献   

Test-Based Learning: Inconsistent Effects Between Higher- and Lower-Level Test Questions     

Julian Roelle  Detlev Roelle  Kirsten Berthold 《Journal of Experimental Education》2019,87(2):299-313

Providing test questions after an initial study phase is a common instructional technique. In theory, questions that require higher-level (deep) processing should be more beneficial than those that require lower-level (shallow) processing. However, empirical evidence on the matter is inconsistent. To shed light on two potential reasons for these inconsistencies, we conducted an experiment (N = 81) to analyze the role of (a) the share of information to which test questions direct learners and (b) the learning activities performed in the initial study phase with respect to the effects between higher- and lower-level test questions. We found that both the share of focused information and the initial learning activities moderated the effects between higher- and lower-level test questions.  相似文献   

Strategic library and information services models for the visually impaired persons: The South African Library for the Blind perspective     

Neli Kaunda 《Journal Of Access Services》2019,16(1):34-52

The South African Library for the Blind (SALB) contributes to the quality of life of print-impaired people encouraging independence through access to information, informed decision making, and taking pleasure in the enjoyment of recreational reading. In realizing the vision, SALB implemented two strategic models; agent mini-libraries and comprehensive mini-libraries. Management and administration of the services rendered is covered in detail. The project was pioneered in one of the provinces and has been rolled out to other provinces. The paper highlights how visually impaired people experience in a tangible manner, assistive technologies, training and interaction with community members and use libraries.  相似文献   

Cognitive Empathy and the Transition to Independent Graduate Study in Mathematics     

Janet?DuffinEmail author  Adrian?Simpson 《Educational Studies in Mathematics》2005,58(1):121-135

Thirteen Ph.D. students took part in interviews focussed on the nature of their own learning of mathematics. In analysing these interviews an unexpected category emerged concerning the students awareness of others as having particular types of learning goal. In this paper we explore the three levels which we discerned within this category and link them to the notion of cognitive empathy. We suggest that differences in ones own cognitive style are linked to differences in the ability to empathise with those who have alternative learning goals. We also consider how these two features – cognitive style and cognitive empathy – may come to be linked.  相似文献