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The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants (N = 79) anticipated either self-referential or normative achievement feedback regarding an announced upcoming test. Additionally, their performance expectations (low vs. no expectations) were orthogonally manipulated. Subsequently, students' on-line semantic processing was assessed by measuring the N400 cloze effect, a component in the EEG signal of which the amplitude is associated with semantic processing. Within the low performance-expectation condition, no effect of anticipated feedback on semantic processing was found. Within the no-performance-expectation condition, participants anticipating self-referential feedback showed a more widely distributed N400 cloze effect than participants anticipating normative feedback. The results confirmed the hypothesis that the mere expectation of a particular type of feedback can affect students' semantic processes. 相似文献
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Daniel Alvunger 《Teachers and Teaching》2018,24(4):332-349
In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education. 相似文献
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刘娲路 《河北北方学院学报(社会科学版)》2010,26(4):28-30
零位派生现象在英汉两种语言中都显示出强劲的生命力,因而受到学界广泛关注。通过认知语法的“识解”理论,提出了“词类边缘潜势”概念,阐释了零位派生现象的认知过程,得出零位派生现象符合人们的认知模式,因而具有广泛的发展空间的结论。 相似文献
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脑潜能开发是一个热门的课题.本试验在最新脑科学理论的指导下,通过健脑操、太极拳、书法,脑键盘、音乐诱导,静思冥想等脑的功能开发训练,以及心理辅导,学习指导、学习潜能训练、学习方式和教学模式的更新等,使学生在人格的健全、学习成绩的提高和身体素质的增强等整体素质上都得到了很大的提升. 相似文献
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在分析石棉县自然条件的基础上,对该县农作物的光合、光温、光温水及光温水土生产潜力进行了估算,并在计算农作物的土地自然生产潜力和实际生产力的基础上,结合石棉县农业生产存在问题,提出了石棉县农业可持续发展的对策. 相似文献
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王万林 《河北北方学院学报(社会科学版)》1999,(1)
根据水溶液中离子反应的特点,介绍了离子给体/受体共轭对的接受势和优势图,并结合实例阐述了接受势和优势图的应用。 相似文献
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在被试进行身体照片认知加工的同时记录其事件相关电位,探讨了自我身体照片和他人身体照片早期认知加工的差异。研究结果表明:自我身体照片和他人身体照片都诱发3个早期成分(N60、P100和N170)。N60的分析没有发现任何效应;P100具有身体照片类型和认知任务类型的交互效应,在主动身体照片方向判断认知任务下,自我身体照片产生的P100波幅大于他人身体照片;N170有身体照片类型主效应,自我身体照片比他人身体照片诱发更大N170。这一结果提示我们:自我身体照片和他人身体照片的认知加工从170 ms左右开始分离。 相似文献
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在 R n中具有光滑边界的有界域Ω内考虑具有Dirichlet边界条件的半线性椭圆方程- Δ u-μ u ｜x｜2 =g(x,u)+｜u｜2*-2u,这里g(x,·)在无穷远处具有次临界增长.由变分法,利用Brézis和Nirenberg "Positive solutions of nonlinear elliptic equations involving critical Sobolev exponents. Comm. Pure Appl. Math. 1983, 36: 437~477" 的思想,证明了正解的存在性. 相似文献