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GEJZA M. TIMČÁK PETER KOŠĆ JURAJ PAŇKO 《European Journal of Engineering Education》1996,21(3):245-253
Electronic mail entered the Technical University Ko?ice in 1990. Now, instead of the few tens of users at the beginning, the system hosts thousands of them. Interactive teaching programmes as well as teaching programmes that are supported by audio and visual channels have also been used since 1990. The paper presents a short account of past development, the present situation and perspectives within the area of Internet use and of tuition that employs multimedia related means of teaching. 相似文献
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摘要：宇宙观是影响一个思想体系及社会制度的重要因素,传统武术体系的形成与发展也离不开对古代宇宙观的认识。为丰富武术哲学体系,揭示中国古代宇宙观与传统武术形成之间的哲学基础,主要采用文献资料法,在古文献史料的基础上阐述古人从对宇宙认识,从中提取传统武术哲学之精华,认为传统武术哲学的形成前提是对宇宙的认识,并超越了神论限制,走向发展的正途;中国古代气论、道论、太极发生论、宇宙生命整体论影响着传统武术哲学的本质观、修炼境界观、平衡观和武术哲学的基本理念。该研究不仅说明武学产生的思想基础,丰富了武学的认识论体系,而且揭示了传统武术哲学的发展过程与规律,对我们认识武学体系的内在精髓提供启示和借鉴。 相似文献
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Motivated scientific reasoning biases, epistemological beliefs, and theory polarization: a two-process approach to adolescent cognition 总被引：4，自引：0，他引：4
Klaczynski PA 《Child development》2000,71(5):1347-1366
Theory-motivated reasoning biases arise when different reasoning skills are invoked to evaluate evidence that is congruent or incongruent with individuals' belief systems. To explore this phenomenon, 66 early and 73 middle adolescents evaluated evidence relevant to their theories of social class or religion. In both conditions, reasoning biases were found, but in-group biases were evident only in the religion condition. In both conditions, higher order scientific reasoning was used to reject theory-incongruent evidence and judgmental heuristics (i.e., cognitive rules of thumb) were used to evaluate theory-congruent evidence. In both conditions, subsequent to the evidence presentation, adolescents' theories became more extreme (i.e., polarized) than at the outset of the experiment. Beliefs regarding the origin, acquisition, and certainty of knowledge, however, appeared to moderate reasoning biases and theory polarization. Age differences emerged on only one index of bias: In the religion condition, middle adolescents were more likely to treat theory-incongruent evidence as implausible. These findings are pertinent to theories of cognitive development, decision making, rationality, and in-group favoritism. 相似文献
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Research on adolescent problem solving was extended into the domain of statistical reasoning and potential biases in reasoning. In Experiment 1, adolescents solved everyday reasoning problems dealing with the "law of large numbers" and the "intuitive analysis of covariance." In each problem, evidence was presented that portrayed each participant's dominant career goal favorably or unfavorably. In Experiment 2, adolescents and young adults were presented "law of large numbers" evidence that was goal-threatening, goal-enhancing, or goal-neutral. In both experiments, statistical reasoning could be used to discredit the evidence. Results indicated that (1) adolescents and young adults found goal-enhancing evidence more convincing than goal-neutral evidence which, in turn, was perceived more favorably than goal-threatening evidence; (2) statistical reasoning was more frequent on goal-threatening problems than on goal-neutral and goal-enhancing problems; (3) intellectual ability was unrelated to the biases in adolescents' reasoning; (4) verbal ability was linked to "law of large numbers" reasoning, but no cognitive ability was systematically correlated with "analysis of covariance" reasoning; and (5) law of large numbers reasoning of young adults was superior to that of adolescents, but young adults were no less biased in their reasoning than adolescents. The potential functions and consequences of adolescents' biased reasoning, the relation of everyday reasoning to general intellectual abilities, and the influences of motivation and depth of processing are discussed. 相似文献
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In Study 1, 10-, 13-, and 16-year-olds were assigned to conditions in which they were instructed to think logically and provided alternative antecedents to the consequents of conditional statements. Providing alternatives improved reasoning on two uncertain logical forms, but decreased logical responding on two certain forms; logic instructions improved reasoning among adolescents. Correlations among inferences and verbal ability were found primarily when task conditions created conflict between automatic and controlled inferences. In Study 2, when the cognitive demands of the logic instructions were reduced, 10-year-olds made more logically correct inferences, but only when a conditional's consequents were strongly associated with alternative antecedents. Discussion focuses on the ability to inhibit invited inferences and the role of automatically activated memories. 相似文献
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Analytic and heuristic processing influences on adolescent reasoning and decision-making 总被引：1，自引：0，他引：1
Klaczynski PA 《Child development》2001,72(3):844-861
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