导游提高游客满意度的策略     

张科 《宜宾学院学报》2006,6(10):63-65

满足游客的需要是提高游客满意度的前提。提供高质量的导游服务是游客满意的根本。印象管理和游客认知偏差的利用,则是导游积极为游客满意创造的条件。  相似文献   

阵痛后的新生--我院汉语授课情况调查     

康健  张立荣  林惠 《喀什师范学院学报》2005,26(Z1):79-83

培养少数民族高层次人才,提高少数民族科学文化素质的关键是汉语教育.为提高我院的教育教学水平,我院推行了汉语授课制.我们对进展状况进行了全面调查,并针对存在的问题提出了一些建设性意见.  相似文献   

What information handling skills are promoted by the use of data analysis software?     

Margaret Cox  Kleopatra Nikolopoulou 《Education and Information Technologies》1997,2(2):105-120

This paper describes an investigation of secondary school pupils using data analysis software in their science lessons. The aim of the project was to determine the nature and complexity of data analysis tasks that could be mastered by pupils aged between 13 and 14 years, through the use of data analysis software. The research project involved the study of three matched experimental and control pairs of classes of pupils analysing scientifically- based data. The findings show that pupils using computer-based software can perform a range of complex tasks, including the use of Boolean logical operators, 'and', 'greater than' and 'less than', which are more intellectually advanced than reported by other researchers. These results show that given appropriate information technology (IT)-based data analysis tools, pupils as young as 13--14 can perform such complex data analysis tasks as classifying data according to one or more criteria and then ranking data according to a different criterion. This contradicts some of the earlier research that concluded that such tasks could not be easily achieved by pupils of this age  相似文献   

Math Anxiety,Need for Cognition,and Learning Strategies in Quantitative Communication Research Methods Courses     

Yang Lin  James M. Durbin  Andrew S. Rancer 《Communication quarterly》2016,64(4):390-409

To understand student learning in undergraduate quantitative communication research methods course, this study examined relationships between perceptions of course topic difficulty, course topic understanding, and their relationship with students’ level of math anxiety, need for cognition, and learning strategies. A total of 196 participants voluntarily took part in this study. Results revealed that a higher level of math anxiety leads to a higher level of perceived learning difficulty for topics in the course and leads to a lower level of content understanding of the topics. For topics related to “Research Methods and Measurement,” a higher level of need for cognition results in a lower level of perceived learning difficulty and results in a higher level of content understanding. Use of critical thinking learning strategy has a significantly positive effect on perceived content understanding of topics related to “Research Methods and Measurement,” as does elaboration learning strategy on that of “Statistics.”  相似文献   

Decision training: The effects of complex instruction,variable practice and reduced delayed feedback on the acquisition and transfer of a motor skill     

JOAN N. VICKERS  LORI F. LIVINGSTON  SHERI UMERIS-BOHNERT  DEAN HOLDEN 《Journal of sports sciences》2013,31(5):357-367

Novice, intermediate and advanced baseball hitters followed a 7–week training programme, in which they received either behavioural training or decision training. Participants in the behavioural training group received simple-to-complex instruction, variable practice and an abundance of feedback throughout the acquisition period; the decision training group received complex instruction, variable practice and reduced delayed feedback. As predicted, the intermediate and advanced hitters who received decision training hit at a lower level (%) during acquisition but at a higher level during a transfer test in week 7. Novices in the behavioural training group were better than novices in the decision training group over both acquisition and transfer trials.  相似文献   

汉字认知研究综述     

白举 《黄冈职业技术学院学报》2012,(1):44-47

参考汉字学、心理学等学科核心期刊或报纸的有关研究成果,讨论了近三十年的汉字认知方面的研究情况。这些成果大致分为汉字本体与汉字认知研究、汉字教学与汉字认知研究、汉字认知生理因素研究、汉字认知心理特点研究、汉字认知与信息处理研究等。其中研究汉字结构认知和研究认知心理因素的论文偏多,特别是汉字认知的大脑效应研究,这些大多是通过提出假说、设计实验进行研究的,得出的结论比较有说服力。  相似文献   

Fractions: Could they really be the gatekeeper’s doorman?     

Julie L. Booth  Kristie J. Newton 《Contemporary educational psychology》2012

The National Mathematics Advisory Panel (NMAP, 2008) asserts that a foundational knowledge of fractions is crucial for students’ success in algebra; however, empirical evidence for this claim is relatively nonexistent. In the present study, we examine the impact of middle school students’ fraction and whole number magnitude knowledge on various components of their algebra readiness. Results suggest that fraction knowledge is related to algebra readiness, more so than number magnitude knowledge in general; students’ magnitude knowledge of unit fractions (i.e., those with a numerator of 1) appears particularly important. Findings confirm the intuition of the NMAP (2008) and support the recommendation of the Common Core Standards (National Governors Association Center for Best Practices (NGA Center), 2010) that students’ fraction knowledge should be cultivated using number lines.  相似文献   

Psychological Reactions to Crime News Portrayals of Black Criminals: Understanding the Moderating Roles of Prior News Viewing and Stereotype Endorsement     

《Communication monographs》2012,79(2):162-187

An experiment examined the extent to which viewers’ death penalty application, perceptions of crime danger, and culpability assessments could be influenced by exposure to a majority of Black suspects in the news or having the race of suspects go unidentified in a newscast. The current study also investigated the extent to which prior news viewing and African American stereotype endorsement might moderate the effects of this racialized crime news exposure. After exposure to a majority of Black suspects or unidentified suspects in a newscast, African American stereotype endorsers were more likely than stereotype rejecters to support the death penalty. Furthermore, heavy television news viewers exposed to a majority of Black suspects were more likely than light news viewers to perceive the world as dangerous and view a race-unidentified suspect as culpable for his offense. The theoretical implications of these findings are discussed in light of social cognition theories of priming, cognitive accessibility, stereotype activation and application.  相似文献   

A cross‐cultural comparison of self‐monitoring     

William B. Gudykunst  Ge Gao  Tsukasa Nishida  Michael H. Bond  Kwok Leung  Georgette Wang 《Communication Research Reports》2013,30(1):7-12

This study examined the goodness of fit of three alternative models of self‐monitoring to data collected in five cultures (two individualistic and three collectivistic cultures) and the influence of individualism‐collectivism on self‐monitoring. It was predicted that the 18‐item unidimensional self‐monitoring scale is the best fit among the three and individualistic cultures exhibit higher self‐monitoring than collectivistic cultures. Data were collected from respondents in the United States, Australia (individualistic cultures) and Japan, Hong Kong, and Taiwan (collectivistic cultures). Results supported the predictions. The data suggest, however, that it is necessary to develop self‐monitoring measures which are sensitive across cultures.  相似文献   

Brain Type or Sex Differences? A structural equation model of the relation between brain type,sex, and motivation to learn science     

Albert Zeyer  Katrin Bölsterli  Dorothee Brovelli  Freia Odermatt 《International Journal of Science Education》2013,35(5):779-802

Sex is considered to be one of the most significant factors influencing attitudes towards science. However, the so-called brain type approach from cognitive science suggests that the difference in motivation to learn science does not primarily differentiate the girls from the boys, but rather the so-called systemisers from the empathizers. The present study investigates this hypothesis by using structural equation modelling on a sex-stratified sample of 500 male and female students of secondary II level. The results show, that the motivation to learn science is directly influenced by the systemizing quotient SQ, but not by sex. The impact of sex on the motivation to learn science, measured by five key concepts, only works indirectly, namely through the influence of sex on the SQ. The empathizing quotient (EQ) has no impact on the motivation to learn science. The SQ explains between 13 and 23 percent of the variation of the five key constructs. In female students, the impact of the SQ is very similar for all key concepts. In male students, it is highest for self-efficacy and lowest for assessment anxiety. The motivation to learn science is significantly larger for male students in all involved SMQ key concepts, but the difference is small. The interpretation of these findings and conclusions for science teaching and further research are discussed.  相似文献