Knowledge that Transforms

With the creation of more and more audio hypertext systems, the issue of how to mark audio hyperlinks recently became a hot topic. After a brief introduction, a study was conducted to compare the effects of two styles of audio hyperlink marking,the speech related marking and the non speech related marking. The results, based on the criteria of the detectability, the comprehensibility and the subjective evaluation, showed that: (1) As far as the detectability and the subjective evaluation were concerned, the speaker changing method was superior to the character marking method and the whole word marking method, and there was no difference of comprehensibility among the three methods. (2) A serial position effect was found when the non speech related marking methods were used. Based on the results, the speaker changing marking method was the preferred method in the design of an audio hypertext system.

On the basis of analyzing the purpose of language teaching and the characteristics of language,the authors of this paper held that implicit learning plays and important role in language teaching, especially in Chinese language teaching. Then, they introduced their investigation and experiment on this problem. The experiment showed that there was no difference between the results of implicit and explicit learning or the former was superior to the latter. Moreover, in comparison with explicit learning, implicit learning had better retention effects. Accordingly, the authors proposed that implicit learning be highly valued in language teaching.

实验选取64个英文单词为实验材料,以不同的分类方式为自变量,探讨在给予高强度练习和准确反馈的前提下,汉语儿童完成同时具有显著性特征(字母组合)维度和非显著性特征(发音)维度的英语语音分类任务时,内隐学习和外显学习各自的特点,发现(1)在及时分类条件下,有显著的内隐学习效应;(2)外显学习的抗干扰性弱,内隐学习的抗干扰性强,而且内隐学习所获得的知识具有稳固性;(3)及时分类有利于内隐学习,延时分类有利于外显学习.

Tse, Sheinberg, and Logothetis (2003) exploited a change-blindness paradigm to map the redistribution of spatial attention in response to a peripherally flashed cue. The probability of change detection at a given location was used as a measure of attention allocation. Using this measure, a ‘‘hot spot’’ of attention (i.e., close to perfect change detection) was found along the cue-fixation axis. This hot spot ex- tended in the hemifield opposite the cued location. Here we show that an analysis of fixational eye movements in a spatial-cuing paradigm supports this important finding. Psychological Science

This research aimed to figure out the competency model of project managers in an IT enterprise. A checklist with 23 competency items developed through group interviews was used to test 322 project managers and team members from the same enterprise. The subjects were asked to evaluate to what extent each ite m re presented the competency of an outstanding and successful project manager. The r e sults showed that the competency model of an IT project manager can be summed up as 5 factors: charisma and learning ability, ability of handling emergencies, i nterpersonal skill, penetrating views on the overall situation, and character an d morals. These factors accounted for 55.96% of the total variance. The result implication for the selection and training of IT project managers was also discuse.

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This study investigated the class environments of 38 classes from grade 5 to grade 9. The results indicated: (1) Three distinctive class environments were identified: cohesive and competitive, average, conflict. (2) There were significant differences between three class environments on students' school liking and avoiding and learning behaviors. Students in cohesive classes had higher scores in school liking, learning interest and learning self-confidence and learning self-efficiency and lower scores in school avoiding than students in the other two types of classes. (3) Class environment could significantly predict students' school liking and avoiding and learning behavior, but the direct effects on learning behavior were lower than the indirect effects.