There is more to aptitude than cognitive capacities: Comment.

Comments on the original article "Sex Differences in Intrinsic Aptitude for Mathematics and Science?: A Critical Review," by E. S. Spelke (see record 2005-15840-001). Spelke's critical review is a research-based rebuttal (though implicitly) of Summers's (2005) speech that posited a hypothesis that one of the reasons why women are underrepresented in math, science, and engineering may be sex differences in intrinsic aptitude for mathematics and science. Putting aside the question of whether the empirical evidence was sufficiently reviewed, the way Spelke conceptualized aptitude as a static rather than a dynamic quality (namely, cognitive capacities) rendered her critique of the "differences in intrinsic aptitude" hypothesis less effective in many respects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

HFT-Ⅲ型土工膜水力性能智能测试仪

复合土工膜主要应用于防渗工程中 ,其渗透系数和耐静水压是渗透性能的主要指标 .本文介绍HFT Ⅲ型土工膜水力性能智能测试仪的微机测控系统、仪器的组成及主要技术特点 ,给出了该仪器的外型示意图与控制系统原理图 ,分析了该仪器的主要技术参数的测试原理与测试工艺 .     

Relative pilot aptitude and success in primary pilot training.

"Based on a sample of 216 aviation cadets… the analysis revealed that a cadet has a better chance of success if he is grouped with cadets of relatively lower aptitude than himself rather than with cadets of relatively higher aptitude. Thus, instructors in this study tended to have a relative frame of reference. To the extent that this phenomenon operates in other training situations, the nation is denied the services of the most highly qualified trained personnel, and the true validity of aptitude tests is underestimated. Methods of minimizing these dangers are discussed." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

孔子“教育创新”思想简析

2500多年前,孔子在我国历史上首创私学,兴修教育,打破了古代中国“学在官府”的局面．他所提倡和切身践履的“有教无类”、“终身教育”、“因材施教”和“启发式教学”等教育思想,在当时领社会风气之先．在今天也属承前启后、继往开来的创新之举．     

An examination of factors contributing to a reduction in subgroup differences on a constructed-response paper-and-pencil test of scholastic achievement.

The authors investigated subgroup differences on a multiple-choice and constructed-response test of scholastic achievement in a sample of 197 African American and 258 White test takers. Although both groups had lower mean scores on the constructed-response test, the results showed a 39% reduction in subgroup differences compared with the multiple-choice test. The results demonstrate that the lower subgroup differences were explained by more favorable test perceptions for African Americans on the constructed-response test. In addition, the two test formats displayed comparable levels of criterion-related validity. The results suggest that the constructed-response test format may be a viable alternative to the traditional multiple-choice test format in efforts to simultaneously use valid predictors of performance and minimize subgroup differences in high-stakes testing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What limits children's working memory span? Theoretical accounts and applications for scholastic development.

Explanations of working memory span in children were studied in a longitudinal follow-up of J. N. Towse, G. J. Hitch, and U. Hutton (1998). Reading span and operation span were lower when within-task retention intervals were lengthened. For each task, variation in span between test waves and age cohorts was systematically related to changes in processing speed. The two spans explained substantial shared variance in both reading and arithmetic scores, with some evidence for domain specificity. Combined span scores predicted unique variance in scholastic attainment over a 1-year interval. The authors concluded that working memory span is constrained by rapid loss of active codes and is not simply a measure of capacity for resource sharing. Working memory is also implicated in scholastic development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Actual versus self-reported scholastic achievement of litigating postconcussion and severe closed head injury claimants.

Psychologists typically rely on patients' self-report of premorbid status in litigated settings. The authors examined the fidelity between self-reported and actual scholastic performance in litigating head injury claimants. The data indicated late postconcussion syndrome (LPCS) and severe closed head injury litigants retrospectively inflated scholastic performance to a greater degree than nonlitigating control groups. The LPCS group showed the highest magnitude of grade inflation, but discrepancy scores did not significantly correlate with a battery of malingering measures or with objective cerebral dysfunction. These findings support previous studies, which showed self-report is not a reliable basis for estimation of preinjury cognitive status. Retrospective inflation may represent a response shift bias shaped by an adversarial context rather than a form of malingering. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' perceptions of students' reading abilities: An examination of the relationship between teachers' judgments and students' performance across a continuum of rating methods.

Teacher perceptions about students' academic abilities are important for several reasons (e.g., instructional decision making, special education entitlement decisions). Not surprisingly, researchers have investigated the accuracy of teachers' decisions. Although some data reveal that teachers are relatively good judges of academic performance, other findings have suggested otherwise. A likely explanation for conflicting findings is the varying assessment methods (e.g., direct vs. indirect, norm-referenced vs. peer-independent) and different data analysis procedures that have been used across studies. The purpose of this study was to investigate a continuum of teacher-perception assessment methods as they corresponded to students' oral reading fluency performance. Participants included 10 teachers and 87 first, second, and third grade students from a suburban school in the northeast. Overall results suggested that teachers were generally accurate when estimating students' performance when students had strong oral reading fluency skills, but teachers had more difficulty judging students with average to low oral reading fluency. Further, data interpretation of teachers' judgment accuracy differed somewhat depending upon the statistical method employed. Implications, limitations, and suggestions for future research related to this study are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

智能型微电子高压物性取样器研究开发

针对油气井下机械取样器在使用过程中出现的问题，研究开发出了智能型微电子高压物性取样器。该取样器结构简单、维护保养方便、取样成功率高，从根本上解决了取样成功率低等问题，消除了返工损失，提高了取样效率、缩短了试油周期。经过现场80多次试验，成功率达到了100％，取得了良好的效果。     

半主动控制技术的应用发展状况

结构振动控制是一种全新的、积极主动的结构对策,半主动控制因其具有的所需外加能源极小、装置简单、不易失稳且减振效果接近主动控制的特点,而具有很大的应用潜力.综述了半主动控制装置的理论研究、装置开发及工程实践应用.