Does surprise enhance infant memory? Assessing the impact of the encoding context on subsequent object recognition

A discrepancy between what was predicted and what is observed has been linked to increased looking times, changes in brain electrical activity, and increased pupil dilation in infants. These processes associated with heightened attention and readiness to learn might enhance the encoding and memory consolidation of the surprising object, as suggested by both the infant and the adult literature. We therefore investigated whether the presence of surprise during the encoding context enhances subsequent encoding and recognition memory processes for the items that violated infants' expectations. Seventeen-month-olds viewed 20 familiar objects, half of which were labeled correctly, while the other half were mislabeled. Subsequently, infants were presented with a silent recognition memory test where the previously labeled objects appeared along with new images. Pupil dilation was measured, with more dilated pupils indicating (1) surprise during those labeling events where the item was mislabeled and (2) successful retrieval processes during the memory test. Infants responded with more pupil dilation to mislabeling compared to correct labeling. Importantly, despite the presence of a surprise response during mislabeling, infants only differentiated between the previously seen and unseen items at the memory test, offering no evidence that surprise had facilitated the encoding of the mislabeled items.     

广东地区高校图书馆新生入馆教育现状与创新

对广东地区33所高校的新生入馆教育现状进行调查，从教育模式、教育内容、网络化建设、技术应用等4个方面，对调查所得的数据进行分析，探究广东地区高校新生入馆教育现状和存在的问题，并进一步探讨了高校图书馆新生入馆教育创新的对策。     

学习迁移的系统理论:PPEE理论模型的建构和意义

学习是人类社会永恒的主题。为了更好地利用过去的经验，增强学习效果，个人和组织进行学习迁移具有重要意义。学习迁移是指将在以往通过学习或解决问题所获得的经验，用于解决之后所遇到的问题。本文力图建立系统的学习迁移理论，研究人、问题、环境的因素对于学习迁移的影响。本文采用理论推导的研究方法，在前人研究的基础上，提出相应的理论模型。本文运用系统的观点，构建了学习迁移的PPEE理论模型，认为人的因素、问题的因素、人和问题的交互作用、以及环境的调节作用，会共同影响学习迁移的效果。本理论主要从五个方面论述学习迁移的机制。首先，将人的因素按照不同层面划分为后端基本能力、中端心理过程、前端知识结构，讨论了其各自对学习迁移效果的直接影响。其次，将问题的因素划分为形象相似性和抽象相似性，并根据这两个维度构建了四种问题间关系类型，并探究了其与学习迁移效果之间的关系。第三，同时考虑人的因素和问题的因素，研究了二者之间的互动对于学习迁移效果的影响。第四，将环境因素划分为时间紧迫性和空间重要性两个维度，探讨了人和环境，以及问题和环境之间的互动对学习迁移效果的影响。第五，基于系统整体的方面，研究人、问题、环境三者之间的互动对学习迁移效果的交互影响。本文还认为，该模型不仅适用于个人，也同样适用于团队、组织、地区、甚至国家和社会等各个层面，影响各个层面主体的学习迁移。本文最后总结了研究的理论和实践贡献，并提出了未来研究课题。本文对丰富学习理论、特别是学习迁移理论，以及推动教育和管理实践的发展进步具有重要的意义。     

Model Checks in Inverse Regression Models with Convolution‐Type Operators

Abstract. We consider the problem of testing parametric assumptions in an inverse regression model with a convolution‐type operator. An L ₂ ‐type goodness‐of‐fit test is proposed which compares the distance between a parametric and a non‐parametric estimate of the regression function. Asymptotic normality of the corresponding test statistic is shown under the null hypothesis and under a general non‐parametric alternative with different rates of convergence in both cases. The feasibility of the proposed test is demonstrated by means of a small simulation study. In particular, the power of the test against certain types of alternative is investigated. Finally, an empirical example is provided, in which the proposed methods are applied to the determination of the shape of the luminosity profile of the elliptical galaxy NGC 5017.     

Soft Classification Trees

An extension of soft classification trees to multinomial outcomes is presented. Estimates of the method's predictive accuracy, as well as average tree size and tree depths, are systematically compared to those of the conventional Classification and Regression Tree (CART) approach by the means of simulations. A similar comparison is performed on real datasets. Results point to an advantage in favor of the soft tree.     

Social Cognitive Factors,Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career

The authors examined the central hypothesis that students’ early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th‐, 7th‐, and 9th‐grade students during the 2007–2008 academic year as part of a longitudinal study. Findings indicate the importance of using group work and extrinsic motivation in middle school math classes to broaden interest; peer classroom behavior was often a detractor of math interest.     

基于图式理论的公安行业英语口语教学策略研究

本文运用图式理论探讨有效进行公安行业英语口语教学的相关策略。     

The declining influence of family background on educational attainment in Australia: The role of measured and unmeasured influences

The paper examines changes in the influence of family background, including socioeconomic and social background variables on educational attainment in Australia for cohorts born between 1890 and 1982. We test hypotheses from modernization theory on sibling data using random effects models and find: (i) substantial declines in the influence of family background on educational attainment (indicated by the sibling intraclass correlations); (ii) declines in the effects of both economic and cultural socioeconomic background variables; (iii) changes in the effects of some social background variables (e.g., family size); (iv) and declines in the extent that socioeconomic and social background factors account for variation in educational attainment. Unmeasured family background factors are more important, and proportionally increasingly so, for educational attainment than the measured socioeconomic and social background factors analyzed. Fixed effects models showed steeper declines in the effects of socioeconomic background variables than in standard analyses suggesting that unmeasured family factors associated with socioeconomic background obscure the full extent of the decline.     

关于就业创业课程开发及学习资源库建设的几点体会

总结了关于创业教育课程开发和就业创业学习资源库项目建设的意义、目标和主要任务、实施过程、取得的主要成果、重要贡献及项目进一步建设和推广的几点建议。     

Turning Doctoral Students into Faculty in Gerontological Social Work: The AGESW Experience

ABSTRACT

Developing faculty interested in aging may help social work meet the needs of our growing aging population. However, doctoral students need a variety of supports to complete PhDs and become gerontological social work faculty. This study explored one program’s role in supporting the development of social work doctoral students to faculty in gerontology. An e-mail invitation was sent to all former participants (2010–2016 cohorts) of the Association for Gerontology Education in Social Work (AGESW) Pre-Dissertation Fellows Program (PDFP). The 38-question online survey consisted of Likert-type scales, multiple answers, and one open-ended question per section about the program’s impacts on their academic career development in teaching, research, mentoring, and support. Forty-five respondents, representing all six cohorts, completed the survey. More than half reported that the PDFP contributed to their ability to publish their research (64.4%, n = 29), grow their professional network (86.7%, n = 39, and teach (55.5%, n = 25). Doctoral programs provided different experiences than the PDFP, including mentoring, methodological training, professional development, networking, and peer support. Results suggest the PDFP provides content recipients value that supplements instruction received in their institutions. The program’s ability to connect students to each other and to national leaders enhances their career development and socialization into academic roles.