新媒体环境下智慧化阅读推广研究——以重庆第二师范学院为例

开展智慧化阅读推广,紧跟时代步伐,有效提升读者多重阅读体验和满意度,增强智慧化阅读推广的价值,促进智慧化阅读推广服务的有效化、规范化、科学化、常态化、长期化发展,已成为当前阅读推广研究中一个重要的切入点。文章基于智慧化阅读研究,结合"新媒体"高新技术环境,提出智慧化阅读推广的内容分析、具体实施、环境构建、推广评估与效果、推广改进等几个方面组成的以读者为中心的核心服务体系。本文分析了智慧化阅读基本方面,以我校图书馆实际运用推广效果,智慧化阅读存在的优、劣势及相应的对策。     

The effectiveness of adaptive versus non-adaptive learning with digital educational games

For the training of academic skills, digital educational games with integrated adaptivity are promising. Adaptive games are considered superior to non-adaptive games, because they constantly assess children's performance, and accordingly adapt the difficulty of the tasks corresponding to the children's individual level. However, empirical evidence with regard to the effectivity of adaptive compared to non-adaptive games is limited. A study was conducted with 191 children from the third year of Kinder garten who were enrolled in one of three conditions, that is, playing an adaptive version of the reading game (RG), a non-adaptive version of the RG or training with pen-and-paper exercises. In all three conditions, children trained emergent reading (phonological awareness and letter knowledge) once a week for 30 min over a period of 5 weeks. Children's performance on cognitive (phonological awareness, letter knowledge, reading fluency) and non-cognitive (motivation, self-concept) factors was assessed. Results revealed a significant improvement in phonological awareness and letter knowledge in all conditions. However, no differences between the conditions were observed with respect to children's improvement on phonological awareness and letter knowledge or on their post-test scores for reading fluency. With regard to motivation and self-concept, again, no differences in these non-cognitive factors were observed across conditions.     

Tracking the mind during reading: The influence of past, present, and future words on fixation durations.

Reading requires the orchestration of visual, attentional, language-related, and oculomotor processing constraints. This study replicates previous effects of frequency, predictability, and length of fixated words on fixation durations in natural reading and demonstrates new effects of these variables related to 144 sentences. Such evidence for distributed processing of words across fixation durations challenges psycholinguistic immediacy-of-processing and eye-mind assumptions. Most of the time the mind processes several words in parallel at different perceptual and cognitive levels. Eye movements can help to unravel these processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eye movements of young and older adults during reading.

The eye movements of young and older adults were tracked as they read sentences varying in syntactic complexity. In Experiment 1, cleft object and object relative clause sentences were more difficult to process than cleft subject and subject relative clause sentences; however, older adults made many more regressions, resulting in increased regression path fixation times and total fixation times, than young adults while processing cleft object and object relative clause sentences. In Experiment 2, older adults experienced more difficulty than young adults while reading cleft and relative clause sentences with temporary syntactic ambiguities created by deleting the that complementizers. Regression analyses indicated that readers with smaller working memories need more regressions and longer fixation times to process cleft object and object relative clause sentences. These results suggest that age-associated declines in working memory do affect syntactic processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The time course of plausibility effects on eye movements in reading: Evidence from noun-noun compounds.

Readers' eye movements were monitored as they read sentences containing noun-noun compounds that varied in frequency (e.g., elevator mechanic, mountain lion). The left constituent of the compound was either plausible or implausible as a head noun at the point at which it appeared, whereas the compound as a whole was always plausible. When the head noun analysis of the left constituent was implausible, reading times on this word were inflated, beginning with the first fixation. This finding is consistent with previous demonstrations of very rapid effects of plausibility on eye movements. Compound frequency did not modulate the plausibility effect, and all disruption was resolved by the time readers' eyes moved to the next word. These findings suggest (contra Kennison, 2005) that the parser initially analyzes a singular noun as a head instead of a modifier. In addition, the findings confirm that the very rapid effect of plausibility on eye movements is not due to strategic factors, because in the present experiment, unlike in previous demonstrations, this effect appeared in sentences that were globally plausible. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empirical Evaluations of Usage-Based Reading and Fault Content Estimation for Software Inspections

This thesis describes six empirical investigations of two techniques applied to software inspections, namely reading techniques and fault content estimation techniques. The first part of the thesis presents a series of experiments of a novel reading technique called usage-based reading. The second part investigates fault content estimation applied to the software inspection process. The estimation methods used are capture-recapture and curve fitting.     

Accuracy of teacher judgments in predicting oral reading fluency.

The relationship between teachers' judgments versus actual performance on curriculum-based measures in reading was examined. A total of 30 regular education teachers were asked to predict the oral reading fluency score of students along with a rating scale of reading subskills. Correlations between teacher judgment measures and student performance found that teachers were accurate reporters of student performance levels in reading. However, some questions were raised whether teachers were accurate at predicting the actual level of student oral reading fluency when effect sizes were used to compare teacher judgment and actual student performance. Recommendations for continued research in understanding the parameters of the accuracy of teacher judgment are made. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers.

The effects of 2 rigorous strategic approaches to reading comprehension for 32 5th-grade students who struggle with reading were investigated. The first approach, TWA (Think before reading, think While reading, think After reading), was taught following explicit self-regulated strategy development instructional procedures (K. R. Harris & S. Graham. 1999). The second approach, reciprocal questioning (RQ), was taught following Cooperative ReQuest procedures developed by A. V. Manzo. U. C. Manzo, and T. H. Estes (2001). Compared with RQ students, TWA students improved significantly (with medium to large effect sizes) on 5 oral reading comprehension measures. There were no significant differences, however, between groups on 3 written comprehension measures, self-efficacy, or motivation. Students were positive about each intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

TEMIC射频卡的速率自适应读卡算法

提出种基于TEMIC射频卡Manchester编码的速率自适应读卡算法,并对该算法进行了说明和示例。     

Word recognition: From letters to meaning.

Reviews the book, Basic Processes in Reading Visual Word Recognition by Derek Besner and Glyn W. Humphreys (see record 1990-99017-000). While there has been an increase in the amount of work on many different aspects of reading, as Besner and Humphreys point out in the overview to their book, the vast majority of the research on the topic of reading in the past twenty years has been concerned with the processes involved in word recognition. For this reason, Besner and Humphreys have attempted to bring together studies on topics which are both relevant to current debates in the field of word recognition, and which are likely to be important for future developments in the field. They have compiled an edited volume consisting of their overview and eight additional chapters. The editors have attempted to span the continuum of processes involved in word recognition and thus have included chapters which cover topics ranging from the visual analysis of words, to those on the influence of semantic factors on word recognition. The authors of these chapters comprise an impressive list of researchers in the field of word recognition, with the majority of chapters being authored by leading researchers on the topic. Given the stature of the authors and the range of topics covered, in theory this volume should provide a very thorough overview of current theory and research on reading. There is no question that each of the chapters is interesting and important in its own right. However, in practice the volume as a whole fell somewhat short of my expectations. The different tacts taken by different authors has resulted in a very uneven coverage of the current debates in the field. Notwithstanding these criticisms, I am sure that the majority of researchers in this field will consider this volume to be an important contribution. The book would provide a very useful addition to graduate courses in cognitive sciences and as a supplemental text for an undergraduate course on the psychology of reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)