对推动高校学雷锋活动常态化的思考

大学生正处于世界观、人生观、价值观形成的关键时期,迫切需要先进典型的感召与引领、崇高精神的激励与熏陶。高校应结合当前学雷锋活动情况,创新学习教育内容,加强开展学雷锋活动意义、雷锋先进事迹和雷锋精神内涵的教育：采取丰富多彩的形式,在学习教育活动、校园文化建设和志愿者服务实践中,大力弘扬和积极践行雷锋精神;完善科学高效机制,构建和完善常态化组织领导、政策制度和科学评价机制,推动学雷锋活动常态化,使高校在学雷锋活动中始终走在全社会的前列。     

Second‐Order Correlation Learning of Dynamic Stimuli: Evidence from Infants and Computational Modeling

We present two habituation experiments that examined 20‐ and 26‐month‐olds’ ability to engage in second‐order correlation learning for static and dynamic features, whereby learned associations between two pairs of features (e.g., P and Q, P and R) are generalized to the features that were not presented together (e.g., Q and R). We also present results from an associative learning mechanism that was implemented as an autoencoder parallel distributed processing (PDP) network in which second‐order correlation learning is shown to be an emergent property of the dynamics of the network. The experiments and simulation demonstrate that 20‐ and 26‐month‐olds as well as neural networks are capable of second‐order correlation learning in a category context for internal features of dynamic objects. However, the model predicts—and Experiment 3 demonstrates—that 20‐ and 26‐month‐olds are unable to encode second‐order correlations in a noncategory context for dynamic objects with internal features. It is proposed that the ability to learn second‐order correlations represents a powerful but as yet unexplored process for generalization in the first years of life.     

THE NEW FRONTIER: WEB-BASED EDUCATION IN US CULTURE

The USA has always prided itself on the defence of freedom for all its peoples, democracy as well as being on the leading edge of innovations. The USA, therefore, is a particularly unique setting for an examination of the rhetoric associated with the politics of adopting online learning technologies. This paper examines the context of the US on-line learning system with a particular focus on those aspects of the movement which appeal so keenly to Americans. Certain values are expressed in this movement which are almost uniquely American such as democracy, freedom, efficiency, independence, the vocational nature of education, and meritocratic schemes for education as a sorting mechanism for the society.     

Global human mobility and knowledge transfer: Highly skilled return migrants as agents of transnational learning

Global human mobility constitutes a key mechanism for knowledge transfer. This study examines the micro-dynamics of knowledge transfer in the developed-developing country migratory context. It highlights the agentic role of return migrants in transforming overseas learning into relevant knowledge in their home contexts. Drawing on situated and relational theories of knowledge and learning, the study views knowledge transfer as a relevance discovery process. It looks at a group of highly skilled migrants who had returned from developed countries to Ethiopia. Despite their high skill, the focus of knowledge transfer was mostly in non-technical fields that include a broad range of organizational knowledge and work practices. These were made relevant to the local context through the returnees’ ‘work of reconciliation’, involving ‘engagement’, ‘alignment’ and ‘imagination’. The study challenges the standard assumption of a one-way linear flow of knowledge from developed to developing countries. It sheds new light on the migration-development link by highlighting the ‘aspirational’ aspect of migrant transnational learning.     

Engaging through Learning—Learning through Engaging: An Alternative Approach to Professional Learning about Human Diversity

This paper presents an alternative framework for construing learning about human diversity as an ongoing, socially constructed, contextual process based in relational learning. The approach enables shifts in understanding for teachers, students, practitioners, client groups and organizations. Conceived to strengthen professional social workers' capacity for on the job learning, this approach provides another entry point for social work faculty to conceptualize the learning process as relational, contextual and process based. It seeks to capitalize on the learning process itself as a mechanism through which learners simultaneously engage one another around issues of culture, identity, and difference and learn through the engagement. The approach is guided by four conceptual touchstones, 14 years of social work practice in a global context, and eight iterations of teaching a masters level diversity course. Eight constructs animate this process approach. They include: exposure, engagement, emotion, empathy, narrative, personal disposition, the learning environment, and a sense of ‘self‐in‐relation’. In addition to illuminating the social structures and social processes that construct diversity, the approach can also engender the sense of relational solidarity among learners necessary for prolonged commitment to social change.     

Distributional Phonetic Learning at 10 Months of Age

Infant phonetic perception reorganizes in accordance with the native language by 10 months of age. One mechanism that may underlie this perceptual change is distributional learning, a statistical analysis of the distributional frequency of speech sounds. Previous distributional learning studies have tested infants of 6–8 months, an age at which native phonetic categories have not yet developed. Here, three experiments test infants of 10 months to help illuminate perceptual ability following perceptual reorganization. English‐learning infants did not change discrimination in response to nonnative speech sound distributions from either a voicing distinction (Experiment 1) or a place‐of‐articulation distinction (Experiment 2). In Experiment 3, familiarization to the place‐of‐articulation distinction was doubled to increase the amount of exposure, and in this case infants began discriminating the sounds. These results extend the processes of distributional learning to a new phonetic contrast, and reveal that at 10 months of age, distributional phonetic learning remains effective, but is more difficult than before perceptual reorganization.     

Reflections on experiential learning in evaluation capacity building with a community organization,Dancing With Parkinson’s

This paper discusses what was learned about evaluation capacity building with community organizations who deliver services to individuals with neurological disorders. Evaluation specialists engaged by the Ontario Brain Institute Evaluation Support Program were paired with community organizations, such as Dancing With Parkinson’s. Some of the learning included: relationship building is key for this model of capacity building; community organizations often have had negative experiences with evaluation and the idea that evaluations can be friendly tools in implementing meaningful programs is one key mechanism by which such an initiative can work; community organizations often need evaluation most to be able to demonstrate their value; a strength of this initiative was that the focus was not just on creating products but mostly on developing a learning process in which capacities would remain; evaluation tools and skills that organizations found useful were developing a theory of change and the concept of heterogeneous mechanisms (informed by a realist evaluation lens).     

Intellectual property in music: A historical analysis of rhetoric and institutional practices ∗

In this paper we look at the educational assumptions that underlie the notion of learning from experience and at the specific circumstance of teaching (participatory) action research in the context of higher education. We take the view that ‘learning from experience’ is not merely a psychological mechanism, but a process of socialisation of its own kind.

By first looking at the ‘basic understandings’ of social situations and learning cultures we draw our attention to a reassessment of the significance of trivia. Accordingly, reflection on action has to pay attention to the small things in the social situation reflected upon. In addition, we use the findings from an earlier research done into what people consider as ‘real' learning and juxtapose them to the hidden curriculum of learning situations in institutional settings such as universities.

We conclude our paper by pointing to the differentiation between learning about, in and for practice.     

The Development of Selective Attention Orienting is an Agent of Change in Learning and Memory Efficacy

This study examined whether the developmental transition from facilitation‐based orienting mechanisms available very early in life to selective attention orienting (e.g., inhibition of return, IOR) promotes better learning and memory in infancy. We tested a single age group (4‐month‐olds) undergoing rapid development of attention orienting mechanisms. Infants completed a spatial cueing task designed to elicit IOR, in which cat or dog category exemplars consistently appeared in either the cued or noncued locations. Infants were subsequently tested on a visual paired comparison of exemplars from these cued and noncued animal categories. As expected, infants showed either facilitation‐based orienting or the more mature IOR‐based orienting during spatial cueing/encoding. Infants who demonstrated IOR‐based orienting showed memory for both specific exemplars and broader category learning, whereas those who showed facilitation‐based orienting showed weaker evidence of learning. Attention orienting also interacted with previous pet experience, such that the number of pets at home influenced learning only when infants engaged facilitation‐based orienting during encoding. Learning in the context of IOR‐based orienting was stable regardless of pet experience, suggesting that selective attention serves as an online learning mechanism during visual exploration that is less sensitive to prior experience.     

Self-Care Practice in Social Work Education: A Systematic Review of Interventions

Social work is a demanding profession as practitioners routinely face difficult situations that affect their well-being. The National Association of Social Workers strongly supports self-care practice as an approved mechanism to offset these challenges, yet practitioners report not learning techniques necessary to perform self-care. In this study, a systematic review compliant with Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards was conducted to identify evidence-based interventions used to improve student self-care practice in social work education. In the four studies meeting inclusion criteria, mindfulness practice was the only empirically evaluated self-care strategy reported—and with mixed results. Mindfulness activities enable social workers to sustain their well-being and is critical to modeling and providing effective service delivery to clients. Areas for further research are indicated.     

In School for After School: The Relationship Between Extracurricular Participation and School Engagement

School engagement predicts academic achievement and attainment, yet remains under‐theorized in the sociological literature. While psychologists describe three distinct yet mutually reinforcing categories of school engagement (behavioral, emotional, and cognitive engagement), sociologists have largely neglected to analyze cognitive engagement. Drawing on ethnographic observations and interviews with members of two debate teams in Chicago Public Schools, I demonstrate that behavioral engagement in the form of debate team participation helped foster debaters' cognitive and emotional engagement in school. Through the activity, debaters developed strong relationships with peers and their adult coaches, and strengthened their appreciation for challenging aspects of the learning process. Although many debaters felt that the learning environment of the debate context was more stimulating than the learning environments of their classes, they nevertheless applied the skills and attitudes they acquired in the activity to the “core” curriculum of the school. These factors help explain why debaters have been shown to outperform comparable peers in terms of academic achievement and attainment. These findings suggest that cognitive engagement is one mechanism driving the positive impact of certain extracurricular activities on students' school performance.     

The Effect of a Mediation-Blocking Task on the Acquisition of Instructive Feedback Targets

The Analysis of Verbal Behavior - The inclusion of instructive feedback in discrete-trial training has been shown to increase the efficiency of learning. However, the behavioral mechanism...     

Embracing Risk and Promise for Student Engagement: Incorporating Experiential Teaching Methods in a Community Psychology Course

This article is a narrative from the field about the redesign of a community psychology course to integrate a partnership with a community-based activism program. The narrative highlights risks and promise associated with the experience and aims to contribute to the literature on community-university partnerships as a mechanism for advancing student learning and civic engagement. A general thesis of this narrative is that embracing both the risks and promises of utilizing this pedagogical approach can help to sustain an instructor’s commitment to this approach.     

Developing Independence: the experience of the Lawnmowers Theatre Company

This paper describes an action research project in which the Lawnmowers Theatre Company (a company of performers with learning disabilities) mounted drama clubs and a series of night clubs for people with learning disabilities. The objective of the project was to demonstrate that initiatives involving what might loosely be called 'drama' offer important opportunities for adult education and that night clubs for people with learning disabilities can be effective in providing new opportunities for social contact and also recognition for disability arts. All of these factors, it is argued, are important if people with learning disabilities are to be taken seriously as capable, interesting individuals with something useful to say. The project found high levels of participation and a range of skills acquisition.     

Re-engineering the multiple choice question exam for social work

The aim of this study is to devise a multiple choice question (MCQ) exam that provides students with opportunities to engage in a deep approach to learning. Multiple choice assessment is largely unused in social work degree courses in the UK because of associations with techniques such as guessing and rote learning, which do not correspond with deep approaches to learning. Strategies used to enhance opportunities for a deep approach to learning within the MCQ exam used in this study included certainty-based marking (CBM), enhancing the use of formative feedback and giving students responsibility for devising the MCQs. Results show that students use similar levels of deep learning when they completed a MCQ exam compared to those students who completed an essay exam. The deep learning approach for the MCQ exam was, however, less when compared to a different module that used an essay assignment. There is an increasing pressure on Higher Education to provide more robust assessment practices, and findings in this study suggest it may be time for social work tutors to reconsider the role of the MCQ format within the existing range of assessment tools.     

Eine neue Methode zur Untersuchung von Mikroprozessen in Lerndyaden: Eine Videostudie unter Berücksichtigung von kognitiven Grundfähigkeiten und Zielorientierungen

The study at present uses a new video method with individual audio tracks to investigate micro processes within learning in a simulation based learning setting. Visible and listenable behaviour was coded with regard to peer tutoring and problem solving. The frequencies and durations of these categories were summarized and used as dependent variables in regression models with cognitive abilities and goal orientations as predictors. Results showed that variation in the dyadic interactional behaviour was systematically related to these properties of the partners. For example, while overt problem solving behaviour is related to goal orientations there was no such effect for the cognitive abilities. Implications for the composition of dyadic learning groups and for further video study arrangements applying the new method will be discussed.     

The informational affective tie mechanism: on the role of uncertainty,context, and attention in caring

Based on the growing evidence on caring and enduring relationships displayed by species across the evolutionary ladder, the ubiquity and importance of environmental uncertainty faced by all organisms, and the adaptational principle that learning may involve preference learning besides instrumental reinforcement learning, this paper proposes a novel information theoretic model of affective bonding, focusing on humans. A special case of the proposed “informational affective tie mechanism” (iATM) turns out to be the model of Bault, Fahrenfort, Pelloux, Ridderinkhof, and van Winden: An affective social tie mechanism, Journal of Economic Psychology, 2017, 61, 152–175. In further contrast to the latter model, the iATM model allows for the role of multiple contexts and distributed attention. Moreover, it provides a dynamic, context related, endogenous representation of the well-known social value orientation construct, facilitating the propagation of caring as observed in the literature. Empirical support is provided along different dimensions. Although the model is not estimated in full detail, a necessary condition regarding its parameters is shown to be fulfilled. Furthermore, experimental findings concerning various well-known games can be tracked under plausible calibration. In addition, the mechanism can be linked to neurobiological evidence concerning maternal (and paternal) care – as the presumed primordial caregiving system – and the signaling role of oxytocin. Finally, the evidence concerning non-human species is addressed, as well as the role of norms and reciprocity.     

Emotionalized learning experiences: Tapping into the affective domain

The experimental study was undertaken to examine the effect of emotionalized learning experiences on the academic achievement of students at Preston University. The major objectives of the study were to identify the effect of teaching methods on students’ academic achievement and to evaluate the relationship between affective learning conditions and students’ academic achievement. Based on four intact semesters, the population of the study comprised 140 students from the Bachelors of Business Administration Program. The whole population was considered as the sample. The control group (28 students) was taught through the interactive lecture method, whereas, the experimental group 1 (35 students), experimental group 2 (46 students) and experimental group 3 (31 students) were taught through the activity method, reflective learning method and cooperative learning method respectively. Results indicated a significant difference between the pretest and posttest scores obtained in the achievement test as a result of the effect of teaching methods used for offering the emotionalized learning experiences. There was also a significant relationship between affective leaning conditions and students’ academic achievement. Furthermore, it was found that students’ academic achievement in the affective domain was highest with regard to workshops 1, 2 and 3. It was concluded that the emotionalized learning experiences offered to the students via the four teaching methods helped students in enhancing their knowledge, changing their attitudes and developing their skills with regard to living a happy, healthy and meaningful life. However, the reflective learning method proved to be the most suitable followed by the interactive lecture method, the cooperative learning method and the activity method.