Abstract

The Pittsburgh Cognitive Verb List is used in this investigation to identify students' cognitive behaviors in 35 mathematics lessons. In the analysis, Markov Chain Technique is used to predict the occurrence of a number of cognitive behavior chains in learning. Through direct classroom observation, the existence of the calculated chains is confirmed.

Abstract

An error analysis was conducted on Chinese composition in terms of the use of words and sentence structure. In March, 1980, 514 pieces of Chinese composition were collected from Form II and Form IV students of seven subsidized schools in Hong Kong. Examples on different types of errors were given and discussed in connection with the influences of the Cantonese dialect. Generalizations were subjectively derived with reference to psycholinguistic theories.

Abstract

In the present Chinese paired associate learning experiment, 105 subjects were divided into three groups. In the form-and-meaning group, the stimulus terms were ordinary Chinese characters; in the meaning-only group, Mandarin phonemes were used to form meaningful but formless (lacking the form of a Chinese character) stimulus terms; and in the control group, the stimulus terms formed from Mandarin phonemes were both formless and meaningless. It was found that the form-and-meaning group learned significantly faster than the meaning-only group, which in turn showed superior learning when compared with the control group. Results suggested that form and meaningfulness are important factors in affecting the rate of Chinese paired associate learning.

Abstract

This paper interprets and compares two major psychoanalytic theories of personality development, namely, Sigmund Freud's psychosexual theory and Erik Erikson's psychosocial theory. As a growing number of developmental psychologists are teaching courses and doing research that cover the entire life span rather than just childhood and/or adolescence, Erikson's eight ages of man as interpreted in this paper may be of special interest to Chinese students of education and psychology in Hong Kong and elsewhere.

摘要

近年來傳意式語文教學（Communicative Language Teaching）在歐美甚為風行，大有取代口語法（The Oral Approach）之勢，惟詳論此教學法之書籍及論文則不易得，本文將傳意式語言教學作一簡單介紹。先提出此教學法之理論根據，繼而分析實踐時須注意之問題，文中並列舉在課室中可用之教法及教材以供語文教師參考。