Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy.

The viability of self-instructional strategy training among learning disabled (LD) students exhibiting composition deficiencies was investigated. Furthermore, the theoretically proposed incremental effects of explicit self-regulation procedures were examined in terms of writing performance measures at posttest, maintenance, and generalization, and in terms of Ss' self-efficacy. Ss were 22 LD and 11 normally achieving students in the 5th and 6th grades. Results indicated that self-instructional strategy training produced meaningful and lasting effects on Ss' composition skills and a significantly heightened sense of self-efficacy. Explicit self-regulation procedures did not significantly augment strategy-instruction effects for either writing performance or self-efficacy. Composition performance after instruction among LD Ss did not differ significantly in terms of story grammar elements from that of a contrast group of normally achieving, competent writers. However, normally achieving students' compositions were longer and received significantly higher quality ratings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

5000m^3级高炉炉壳用钢的研发与生产

从5000m^3级高炉炉壳用钢研发与生产的角度进行了重点研究与分析,在现场试制过程中重点从成分设计、工艺路线选择、工序质量控制上进行了详细论证,通过采取精炼双联（LF＋VD）工艺、严格地控制硫、磷、氮、氢及微合金化处理,最终成功试制出板坯低倍质量良好,各项工艺力学性能稳定的5000m^3级高炉炉壳用钢,此举为微合金钢的...     

Effects of goal setting and procedural facilitation on the revising behavior and writing performance of students with writing and learning problems.

This study examined the effects of a revising goal to "add information" on the revising behavior and writing performance of 5th- and 6th-grade students with writing and learning problems. The authors also examined whether procedural assistance in meeting the goal to add information would enhance students' performance. In comparison to students assigned a general revising goal to make their paper better, students assigned a goal to add information made more meaning-based changes, particularly additions, when revising their papers. Most importantly, the goal to add information resulted in greater improvement in text quality than the general revising goal. Use of the procedural facilitator to accomplish the goal to add information, however, did not appreciably enhance students' revising behavior or the quality of their text. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The contribution of executive control to the revising by students with writing and learning difficulties.

This study examined the role of executive control in the revising problems of 8th graders with writing and learning difficulties. The contribution of executive control was examined by providing students with executive support in carrying out the revising process. Students learned to use a routine that ensured that the individual elements involved in revising were coordinated and occurred in a regular way. Compared with revising under normal conditions, executive support made the process of revising easier for students and improved their revising behavior. They revised more often, produced more meaning-preserving revisions that improved text, and revised larger segments of text more frequently when using the executive routine. Executive support also had a greater impact on the overall quality of students' text than did normal revising. Students' difficulties with revising were not due solely to problems with executive control because they also experienced difficulties with the separate elements involved in revising. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

软磁合金系列新产品的开发

选择了应用广 ,技术含量高 ,磁特性不同的 1J5 0、1J85和 1J2 2三种合金作软磁合金系列新产品开发的代表 .试制中重点解决了真空冶金工艺及最佳合金成分匹配 ,提高返回比和宽带生产技术 .试制结果表明 ,合金的冶金质量、磁性能、尺寸公差均达到国标要求     

The effects of an elaborated goal on the persuasive writing of students with learning disabilities and their normally achieving peers.

Fourth- and sixth-grade students with and without learning disabilities (LD) wrote persuasive essays about controversial topics under 2 different conditions. Students in the general goal condition were asked to write a letter to persuade an audience to agree with their position. Students in the elaborated goal condition were given the same general goal plus explicit subgoals based on the elements of argumentative discourse. Sixth-grade students in the elaborated goal condition produced more persuasive essays and included a greater number of argumentative elements in their essays than did either 6th graders in the general goal condition or 4th graders in both goal conditions. In addition, students with LD wrote less persuasively than did their normally achieving peers. Implications for the study of argumentative writing are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Presleep experience and home dream reporting: An exploratory study.

Investigated the effect of presleep stress on home dream recall for a total of 57 male undergraduates who rated themselves on a questionnaire as frequent or infrequent dream recallers. In the stress condition, Ss observed an accomplice being "shocked" for error on a sensorimotor test which Ss expected to be tested on in a few days. There was no difference in amount of home dream recall for the stress and control conditions. The prediction of more dream recall for frequent recallers and less dream recall for infrequent recallers in the stress condition was supported. The tendency toward more contentless and vague dream recall for the stress condition, especially for infrequent recallers, was discussed in terms of (a) the larger percentage of dreams scorable for hostility in the stress condition, and (b) the hypothesis that contentless dreams are correlates of repression. (21 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Primary grade teachers' instructional adaptations for struggling writers: A national survey.

Primary grade teachers from across the United States were surveyed about their instructional adaptations for weaker writers. Although many teachers were sensitive to struggling writers' individual needs, there was a sizable percentage of teachers (42%) who made few or no adaptations. The most common adaptations made by teachers addressed students' difficulties with the mechanics of writing or writing processes, such as planning and revising. Other adaptations that were relatively common involved providing extra conferences, minilessons, and reteaching. Percentage of classroom students with special needs and amount of time students spend writing each week both made a significant contribution to predicting the number of adaptations reported by teachers, once the contribution of all other variables was controlled. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

奥钢联多纳维茨钢厂紧凑型转炉炼钢厂

奥钢联多纳维茨钢厂将把现有的转炉炼钢厂改造成紧凑型转炉炼钢厂，从而以更大生产能力生产更高质量水平的产品。改造后除了吨钢生产成本降低１０％外，还能提高生产的灵活性，以便能更快更有效地满足不断变化的市场需求。     

Concreteness and imagery effects in the written composition of definitions.

In 2 experiments, undergraduates composed written definitions of concrete and abstract nouns that were matched for frequency of usage and meaningfulness. Across both experiments, definitions of concrete words exhibited higher ratings for quality, greater length in words, shorter latencies, and more self-reports of an imagery strategy. Definitions for abstract words produced more self-reports of a verbal-associative strategy. The results replicate those of an earlier study involving oral production of definitions, suggesting that common cognitive mechanisms underlie the production of spoken and written language as explained by dual coding theory. Instructionally, the use of concreteness and imagination in composing definitions may lead to improved student writing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences.

This study examined grade- and achievement-level differences in 4th-, 7th-, and 10th-grade students' control-related beliefs and relations between students' beliefs and their reading and writing achievement. MANOVA results indicated grade- and achievement-level differences in self-efficacy, causal attribution, and outcome expectancy beliefs but no interaction between grade and achievement level. Canonical correlations identified a single dimension linking students' beliefs to achievement in both reading and writing. Quadratic relations to achievement were found for outcome expectancy and intelligence attributions. As grade increased, beliefs for reading were more highly related to comprehension skill relative to component skills, whereas beliefs for writing were more highly related to component skills relative to communication skills. At all achievement levels, a similar pattern of beliefs was related to achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of a check-off system to improve middle school students' story compositions

This study examined the effects of a self-management procedure designed to teach three 13- to 14-year-old middle school boys with learning and behavior problems to improve the completeness (inclusion of identified story elements) and quality (organization and coherence) of their story compositions. The procedure was based on two strategies: teaching the students to plan stories composed in a narrative style, and teaching them to monitor the inclusion of elements from the plan with a check-off system. A multiple baseline design was used to assess the effectiveness of the procedure, and a combination of holistic and atomistic ratings was used to assess the completeness and quality of the students' written work. Results indicated that stories were more complete when students used a simple check-off system to plan and monitor their work. In addition, there was a moderate correlation between the atomistic and holistic measures used to assess stories, with the total number of words written correlating most strongly (r = .49) with the overall rating for story quality.     

Factor structure and age effects with an aphasia test battery in normal Taiwanese adults.

This study was designed to explore in a Taiwanese sample the factor structure of an aphasia test battery composed of parts of several standardized aphasia tests. A secondary goal was to assess effects of normal aging on the obtained factors. The sample was 120 healthy Taiwanese adults, ranging in age from 30 to 78 years. Principal-components analysis of the aphasia test battery revealed 5 factors: verbal comprehension, effortful writing, word production, automatized writing, and visuomotor coordination skills. Because the latter 2 factors have common psychological features, they can be combined and reinterpreted as a factor on the mechanics of writing. Further data analysis with factor scores shows that aging unfavorably influences verbal comprehension, effortful writing processing, and word production functions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-concept and peer acceptance in students with learning disabilities: A four- to five-year prospective study.

Examined the peer relations and self-concepts of students prior to and following their identification by the school district as learning disabled (LD) in a 4- to 5-yr prospective study. Self-concept ratings (kindergarten–4th grade) and peer acceptance ratings (kindergarten–3rd grade), as well as academic achievement scores, were compared across 3 groups: LD students who were placed in resource special education programs during 2nd grade, low-achieving (LA) students, and average-achieving/high-achieving (AA/HA) students. For peer acceptance, AA/HA students' scores were higher than LA students' scores only. No between-groups differences were obtained during any school year on the self-concept measure. Findings suggest that LD students' self-perceptions are not negatively affected by academic and social difficulties in the early grades or by the identification and labeling process. Though generalization is limited by the small sample size, few studies have examined students with learning disabilities longitudinally or prior to and following their identification. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

以精料为基础大力提高高炉喷煤量推进炼铁系统的技术进步

炼铁系统存在的最主要问题是：高炉要消耗大量焦炭，高炉对焦煤的数量和质量的依赖性很强，而焦煤资源有限。对高炉采用大量喷煤技术的经济论证说明，结合炼铁系统的技术改造，以精料为基础，全面推进高炉喷煤技术，大幅度减少焦炭用量是今后炼铁系统工艺结构优化的突破口。     

Behavioral and emotional problems of students with learning disabilities, serious emotional disturbance, or both conditions

This study investigates the behavioral and emotional problems of children with learning disabilities (LD), serious emotional disturbance (SED), and LD/SED, using the Teacher Report Form (TRF) and Child Behavior Checklist (CBCL). The sample consisted of 217 students with LD, 72 with SED, and 68 with SED/LD, ages 6 to 18 (mean age = 11.5). The students with SED were rated more impaired than the students with LD on all TRF scales except Attention Problems, and on three of the eight CBCL syndrome scales. The children with LD differed from those with SED mainly in terms of severity of problems, not with respect to type of problem. It is concluded that students with co-morbid LD and SED are underidentified and underserved in special education systems.     

Matching students' cognitive responses to teaching skills.

Proposes a model of learning from instruction in which students perceive and cognitively respond to instructional stimuli before engaging learning processes per se. 302 university students were trained to recognize only (structural schema) or to recognize and cognitively respond to (functional schema) discrete teacher skills in lectures. Exp I produced no differences in learning due to overloading working memory and students' alteration or rejection of the schema. Practice with the schema was increased during training for Exp II. Structural training with extra practice enhanced learning more than did functional training, partly for the same reasons as in Exp I. The role of students' perception of instructional stimuli in learning from teaching is examined, and problems for research in which students' processing of instruction is distinguished from learning per se are identified. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of time limits and task types on task performance and interaction of four-person groups.

Examined the effects of time limits and task types on the quality and quantity of group performance and patterns of group interaction. 344 undergraduates participated in 4-S group sessions in which they were required to generate a written story, a plan of action, or a summary of a discussion. Results were interpreted in terms of social entrainment, a concept that refers to the altering of social rhythms or patterns by external conditions (such as time limits) and to the persistence of new rhythms over time. Groups performed 2 tasks of a single-task type for 2 trials of different durations (10 min followed by 20 min or 20 min followed by 10 min). Tasks of 3 types (production, discussion, planning) were used, each requiring an essay-type solution. Task products were assessed for both quantity and quality. Measures of group interaction patterns were taken by categorizing a systematic time sample of the comments of group members. Results indicate that groups with a 20-min 1st trial produced products that were higher in both quality and quantity (but not rate) and engaged in proportionally more interpersonal activity during interaction than did groups that had a 10-min 1st trial. Further, those same groups persisted in the same patterns of interaction (and, to a much lesser extent, patterns of task performance) on the 2nd trial, despite changes in the time limit on that latter trial. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

厚规格锅炉用钢板20g的研制开发

介绍了济钢利用现有工艺装备开发30～80mm厚规格锅炉用钢板的实践,对30～80mm厚规格锅炉用钢板的生产工艺、实物质量等进行了分析,结果表明济钢生产30～80mm厚规格锅炉用钢板20g的成分、性能完全达到了标准要求,质量稳定。