Disintegration of the Astroglial Domain Organization May Underlie the Loss of Reality Comprehension in Schizophrenia: A Hypothetical Model

A pathophysiological model of the loss of reality comprehension in schizophrenia is proposed. Based on a formalism it is hypothesized that astroglial domains exert an information-categorizing function which becomes progressively lost in the schizophrenic process, caused by functional and structural disintegration of astroglial domains. Unconstrained synaptic neurotransmission functionally disintegrates the astroglial domains. Microdomains located between perisynaptic astroglial processes and the synaptic membrane are interpreted as elementary functional units categorizing synaptic information processing. Unconstrained diffusion of neurotransmitters into the extrasynaptic space leads to the dysfunction of microdomain formation. In parallel, atrophic processes of astroglia progressively break up the connectivity between synaptic and extrasynaptic compartments disrupting astroglial domains. Basically, the organization of astroglia into definite functional and structural units (modules) of astroglial-synaptic information processing may enable the brain to comprehend ontological realms such as subjects and objects in the environment and their distinct qualities. This fundamental capability of cognition is lost in schizophrenia. It is suggested that this ontological confusion of astroglial domain boundaries progressively disorganizes reality comprehension and may represent the basic pathology in schizophrenia underlying the main symptoms of the disorder. Finally, the testing of the model is shortly discussed.

What Eye Movements Tell About Identifying Compound Words in Reading and Top-Down Effects in Reading Long Texts

Two lines of research on eye movements in reading are summarized. One line of research examines how adult readers identify compound words during reading. The other line of research deals with how a specific reading goal influences the way long expository texts are read. Both lines of research are conducted using Finnish as the source language. With respect to the first research question, it is demonstrated that compound words are recognized either holistically or via their components, depending on the length of the compound word. Readers begin to process whatever information is readily available in the foveal vision(i.e., either the whole-word form or the initial component). The second line of research demonstrates that(1)a specific reading goal is capable of exerting an early effect on readers’ eye fixation patterns,(2)time course analyses based on eye movement patterns can reveal interesting individual differences, and(3)working memory capacity is linked to the efficiency to strategically allocate attention as well as to encode information to and retrieve it from the long-term memory. It is concluded that the eye-tracking technique is an excellent research tool to tap into the workings of the human mind during the comprehension of written texts.

Eye-shaped keyboard for dual-hand text entry in virtual reality

We propose an eye-shaped keyboard for high-speed text entry in virtual reality (VR), having the shape of dual eyes with characters arranged along the curved eyelids, which ensures low density and short spacing of the keys. The eye-shaped keyboard references the QWERTY key sequence, allowing the users to benefit from their experience using the QWERTY keyboard. The user interacts with an eye-shaped keyboard using rays controlled with both the hands. A character can be entered in one step by moving the rays from the inner eye regions to regions of the characters. A high-speed auto-complete system was designed for the eye-shaped keyboard. We conducted a pilot study to determine the optimal parameters, and a user study to compare our eye-shaped keyboard with the QWERTY and circular keyboards. For beginners, the eye-shaped keyboard performed significantly more efficiently and accurately with less task load and hand movement than the circular keyboard. Compared with the QWERTY keyboard, the eye-shaped keyboard is more accurate and significantly reduces hand translation while maintaining similar efficiency. Finally, to evaluate the potential of eye-shaped keyboards, we conducted another user study. In this study, the participants were asked to type continuously for three days using the proposed eye-shaped keyboard, with two sessions per day. In each session, participants were asked to type for 20min, and then their typing performance was tested. The eye-shaped keyboard was proven to be efficient and promising, with an average speed of 19.89 words per minute (WPM) and mean uncorrected error rate of 1.939%. The maximum speed reached 24.97 WPM after six sessions and continued to increase.

The Effect of TV Captions on the Comprehension of Non-Native Saudi Learners of English

This paper investigates the effectiveness of closed captioning in aiding Saudi students who are learning ESL （English as a second language）. Research was carried out in a qualitative manner, and participants were 12 Saudi students pursuing their studies at Indiana University of Pennsylvania, USA （IUP）. Participants in the study were asked to compose a narrative after viewing a 5-minute film segment, both with and without captioning. Their responses were then analyzed, and results indicated that while captions may aid one in comprehension, they also tend to limit one＇s interpretations, reaffirming the nature of written language as an authoritative source of information.

Exploring EFL Learners Reading Comprehension Problems in Reading ESP Texts

By considering the fact that in EFL （English as foreign language） contexts learners need reading comprehension skill more than other skills in their academic studies, reading comprehension should be attached more importance especialy in ESP （English for specific purposes） classes in which reading ability plays a crucial role in the students＇ academic success. But in order to help learners in the best possible way, teachers need to identify their learners＇ problems in reading ESP texts. Detecting the problematic areas for the students will assist teachers better design and apply appropriate methods and strategies to solve their students＇ reading comprehension problems. Therefore, the following research was an attempt to explore the EFL learners＇ reading comprehension problmes in reading ESP texts in ESP classes. For the purpose of the study, five passages from their coursebook were selected and they were asked to underline the syntactically problematic parts in the passages. The subjects of the study were composed of 185 homogenous engineering students who were learning english as a foregin langauge. Chi-square analysis showed that 15 major syntactic categories are serious hurdle to reading comprehension of ESP texts. The results and implications are discussed in the light of TLA （teachers＇ language awareness）.

Text Difficulty,Working Memory Capacity and Mind Wandering During Chinese EFL Learners’Reading

This experimental study investigated how text difficulty and different working memory capacity(WMC)affected Chinese EFL learners’reading comprehension and their tendency to engage in task-unrelated thoughts,that is,mind wandering(MW),in the course of reading.Sixty first-year university non-English majors participated in the study.A two-factor mixed experimental design of 2(text difficulty:difficult and simple)×2(WMC:high/large and low/small)was employed.Results revealed that 1)the main and interaction effects of WMC and text difficulty on voluntary MW were significant,whereas those on involuntary MW were not;2)while reading the easy texts,the involuntary MW of high-WMC individuals was less frequent than that of low-WMC ones,whereas while reading the difficult ones,the direct relationship between WMC and involuntary MW was not found;and that 3)high-WMC individuals had a lower overall rate of MW and better reading performance than low-WMC individuals did,but with increasing text difficulty,their rates of overall MW and voluntary MW were getting higher and higher,and the reading performance was getting lower and lower.These results lend support to WM theory and have pedagogical implications for the instruction of L2 reading.

巧设读后训练 提升语言能力——小学英语Story time板块教学读后活动设计

在小学英语语篇的日常教学过程中,最常见的是采用读前、读中和读后三段式语篇阅读教学模式。其中,读后教学活动是语篇教学的最后一步,既是对语篇教学效果的检查评估,也是对语篇的拓展、延伸和运用,该环节能够培养、发展学生的综合语言运用能力。教师应紧扣教学目标,融通建构,结合语篇设计灵活有效的语言训练,引导学生关注语篇文本的核心语言,并达到一定的语言输出水平,从而做到在确保学生语言输出量和质的同时,帮助学生养成正确的学习策略,获得更多的情感体验。

Graphic Organizers and Reading Comprehension Ability： Evidence From Iranian EFL University Students

The present study investigated the impact from GOs （Graphic Organizers） upon reading comprehension ability. To this end, an OPT （Oxford Placement Test） was administered to a research population （N = 354） in order to homogenize it. On the basis of the test results, the population was sorted into three groups of reading-low, reading-mid, and reading-high students. Sixty participants with the lowest level of reading comprehension proficiency were randomly selected and assigned to an EG （Experimental Group） （N = 30） and a CG （Control Group） （N = 30）. Afterwards, a TOEFL （Test of English as a Foreign Language） reading comprehension pretest was administered to both groups in order to determine their current level of reading proficiency. Then, the EG received 10 successive 90-minute sessions on GOs as post-reading strategies for expository text comprehension, while the CG received the same amount of treatment on other post-reading strategies. In the end, another TOEFL reading comprehension posttest was administered to the research groups to measure their reading comprehension performance level after the treatment. The results revealed that GOs were statistically more significant and effective for the low-skilled readers than other post-reading strategies.

基于Transformer的机器阅读理解对抗数据生成

机器阅读理解任务是衡量模型对于文本信息理解程度的一种重要方式,一直以来备受关注。近年来,很多学者在这一任务上提出了自己的模型,并取得了相当不错的成绩,其中一部分甚至已经超越了人工回答的准确率。然而,这些模型是否真正地、深入地理解了文本语义,还是仅依靠浅层的词语相似度和答案类型来进行简单的搜索?为了进一步评价阅读理解模型对于文章语义的理解程度,本文提出了一种基于Transformer结构的对抗数据生成方法,并对主流阅读理解模型进行了检测。

基于数字孪生技术的草场放牧系统

运用数字孪生技术,在对草场环境及牲畜状态进行感知的基础上建立草场放牧监测系统。该系统将虚拟仿真技术Unity3D应用于草场放牧场景的孪生三维模型,为后续监测呈现可视化效果;采用无线传输技术搭建采集网络,实现草场及牲畜信息交互的功能,并选用模糊综合评价方法对草场进行放牧强度划分。为了验证该系统的有效性,以内蒙古锡林郭勒盟锡林浩特市毛登牧场的真实场景为例进行综合试验。结果表明:与传统的放牧监测系统相比,该系统运用数字孪生技术实现了数据共享和物理草场与孪生草场信息的同步,有效解决了传统放牧监测中决策滞后的问题;通过孪生草场能对物理草场的放牧场景进行仿真模拟,不受客观条件限制,能有效预测各种放牧情况,实现草场环境及牲畜放牧状态精准监测,在实际放牧中能及时应对突发情况,提升草场放牧决策的自主性。

“理虚实融合”教学模式在护理技能综合实训中的应用

目的探讨在护理技能综合实训课程中实施“理虚实融合”教学模式的效果。方法随机抽取2020年9月—2021年2月辽宁中医药大学学生62名,分为A、B两个教学班,每班31名,A班作为对照组,采取常规教学方式,B班作为观察组,采取“理虚实融合”教学模式,对比两组学生的知识、态度和能力情况,其中知识包括理论成绩、操作成绩和综合情景模拟成绩三维度,态度包括学习态度、自我效能和学习满意度三维度,能力包括自主学习能力、创新能力和问题解决能力三维度。结果两组学生理论成绩比较,差异无统计学意义(P>0.05);观察组操作技能成绩和综合情景模拟成绩均显著高于对照组,差异均具有统计学意义(P<0.05)。观察组学习态度、自我效能和学习满意度得分均高于对照组,差异均具有统计学意义(P<0.05)。观察组自主学习能力、创新能力和问题解决能力得分均高于对照组,差异均具有统计学意义(P<0.05)。结论在临床护理技能综合实训课程中实施“理虚实融合”教学模式,可显著提升学生对知识的掌握程度和解决问题的能力,改善学习态度,教学效果显著优于传统教学方式,可在教学中使用。

基于阅读理解的汉越跨语言新闻事件要素抽取方法

新闻事件要素抽取旨在抽取新闻文本中描述主题事件的事件要素,如时间、地点、人物和组织机构名等。传统的事件要素抽取方法在资源稀缺型语言上性能欠佳,且对长文本语义建模困难。对此,该文提出了基于阅读理解的汉越跨语言新闻事件要素抽取方法。该方法首先利用新闻长文本关键句检索模块过滤含噪声的句子。然后利用跨语言阅读理解模型将富资源语言知识迁移到越南语,提高越南语新闻事件要素抽取的性能。在自建的汉越双语新闻事件要素抽取数据集上的实验验证了该文方法的有效性。

虚拟现实技术融入健康社会工作实践教学的理论框架构建:一项经典扎根理论研究

虚拟现实技术在健康社会工作实践教学中的应用发展面临很多障碍,其中最重要的一个原因就是缺乏成熟的教学理论框架。本研究采用线上书面访谈的方法,收集了12名社会工作专业教师、1名博后和7名社会工作专业学生的观点和建议,使用扎根理论分析访谈文本资料。探讨了虚拟现实技术在健康社会工作实践教学中的应用情况,分析了其内部的利弊特征和外部的现实挑战。最后,基于研究结果和已有虚拟现实技术融入实践教学的微观理论,提出了一个整合性实践教学理论模型,包括定制型学习理论的基础框架、伦理预案和相应的规划、目的导向和情感参与的教学案例设计、真实与虚拟场景融合式的教学实施四个核心组成因素。这个模型能够有效地利用虚拟现实技术的优势满足不同学生的个性化需求和特定的教学目的、促进情感性参与以提升学习效果,同时规避其本身可能产生的新伦理困境、无法复原真实场景的复杂性等局限性和外部障碍。

中考英语阅读理解真题文本难度历时分析(2004—2023年)

中考英语阅读理解的文本难度控制是保证考试效度的关键环节。在义务教育课程改革及中考英语省级命题工作推进下,中考英语阅读理解真题文本难度演进特征尚待探究。本研究选取了2004至2023年的1200篇中考英语阅读理解真题文本,使用“阅读分级指难针”,分析义务教育理念推广期(2004—2011)、义务教育课标实施期(2012—2014)、核心素养期(2015—2020)及核心素养下的“双减”时期(2021—2023)中的文本难度、词汇难度、句法难度及其相关指标的历时变化,并探讨不同发展阶段和命题单位对其的影响。结果显示,中考英语阅读文本难度、词汇难度与句法难度的均值在3.46至3.62之间,处于中考级别的中等难度水平;文本长度、词汇覆盖率、限定性从属子句数量、复杂名词短语数量与非限定性动词短语数量的均值呈现不同发展轨迹。双因素方差分析结果显示,核心素养时期的中考英语阅读理解文本难度显著高于义务教育理念推广期及义务教育课标实施期。地市命题的文本难度与词汇难度值均显著高于省级命题,发展阶段与命题单位在文本长度上的交互效应显著。本研究在一定程度上反映了不同阶段中考命题理念的变化,为优化中考阅读命题和教学实践提供意见参考。

基于虚拟现实技术的退行性腰椎疾病患者预康复促进和障碍因素的质性研究

目的探讨虚拟现实技术在退行性腰椎疾病预康复中应用的促进和障碍因素。方法以实施性研究综合框架(CFIR)为理论基础,采用质性研究方法,通过目的抽样,对唐山市第二医院脊柱科10名应用虚拟现实设备的患者和5名护士进行半结构式访谈,并对访谈内容进行分析。结果基于虚拟现实技术预康复项目在退行性腰椎疾病患者中实施的促进因素包括创新领域中的创新相对优势及内部特征领域中的沟通、变革的迫切性和与现有工作流程相符的兼容性;障碍因素包括创新领域中的创新成本及设计质量和包装,外部特征因素领域的协作关系,内部特征领域中的激励制度及知识和信息的可及性;中性因素包括内部特征领域中的场所,个体特征领域中的实施促进者,实施过程领域中的反馈与评价。结论虚拟现实技术可以促进退性腰椎疾病预康复更好的实施,从而降低患者围手术期恐动程度,减轻疼痛,促进快速康复;但要选择合适舒适的设备提供个性化、多元化、游戏化的康复项目以克服其障碍因素。

河长制政策实施现状及其效力评估研究

通过构建“政策力度-政策目标-政策措施-政策反馈”四维度政策效力评估模型,评估河长制政策效力,分析各类政策措施对水质的影响。研究发现:(1)当前河长制政策文本指导效力较强,但其政策措施单一,全面性不足、大众参与程度不高。(2)河长制政策文本仍然处在“以量取胜”的层面,忽视了政策文本的具体内容及政策实施的整体性。(3)命令控制型政策措施能有效改善水质,而经济激励与信息型政策措施对水质改善产生负面影响,自愿参与型政策措施无法显著影响水质。基于此,通过建立互相协作的省级河长机制、河长制长效治理与帮扶机制等措施进一步放大政策效力。

高考英语阅读理解文本改编对比分析——以2023年全国Ⅰ、Ⅱ、甲、乙卷为例

收集2023年新高考Ⅰ卷、新高考Ⅱ卷、全国甲卷、全国乙卷高考英语阅读理解部分文本15篇及对应源文本,利用专业文本对比工具Beyond Compare和“阅读分级指难针”对以下内容进行分析:(1)改编前后段落数、词数和难度数值的变化;(2)主要改编方式;(3)改编后文本在词汇和句法上的特征。研究发现,命题人使用删冗余、改难词、减差异、调顺序等方式改编后,词数、段落数、难度均大幅下降。因此建议教师在日常教学中,应强化价值引领,体现时代性,选择与高考难度相近的语篇,适当拓展课外内容。

重新定义“云”时代:虚拟现实的技术转场与情感逻辑

ChatGPT、元宇宙、虚拟现实等新的合成技术和应用场景在改变人的生活、学习方式的同时,还营造了不同于传统交互方式的“云生活”“云娱乐”“云学习”的文化形态。“云”时代的媒介技术已渗透到人的情感深处,悄无声息地改变着人与技术的关系,传统认知逻辑中的主体成为技术实践过程中的一部分,被技术捕获的同时,参与并完成了与技术之载体的互动,在获得参与感的同时,又把主体的自主性交还给由主体创造的物。“云”时代的技术所营造的虚拟现实叙事正在利用沉浸逻辑和回馈机制塑造一种“情感惰性”的假象,构建了一个虚拟现实的架空模式,直击人的精神和内心困境,从而掩饰了现代性焦虑的发生,这也就构成了一个大写的时代寓言文本。

А.И.Новиков的语篇语义研究

于20世纪80年代开启了俄语语篇语义研究的先河,采取心理语言学的研究路径,将语篇视为言语思维单位,认为语篇语义作为思维组织,是理解的结果。他主张在揭示语篇理解机制的基础上进行语篇语义研究,强调语篇接受者在这一过程中的能动性,从结构、形成机制两个方面区分了语篇的两种语义——内涵和涵义,提出用所指图来表征语篇内涵的结构,并深入阐述了涵义的本质,及语篇类型对语篇涵义的制约性。

我国高职院校“三全育人”政策的注意力配置研究

基于政策注意力配置理论和政策工具理论,对1986年以来51篇高职院校“三全育人”政策文本进行Nvivo编码分析。研究发现,高职院校“三全育人”政策注意力发展历经摸索期、调整期和进阶期三个阶段,表现出多元化、协调化、综合化等特点,但也存在育人主体过度关注学校、育人阶段过度重视“学习中”、育人空间校外与线上布局不足、政策工具与育人要素交叉配置不均等问题。为了优化全员全过程全方位的“三全育人”政策体系,全面推进高职院校立德树人根本任务的落实,建议:提高学生与家长的注意力主体配置;优化入学前中后的注意力阶段衔接;拓展校外与线上的注意力空间布局;协同政策工具与要素的注意力配置结构。