Language and Culture

Language pervades social life. It is a primary means by which we gain access to the contents of others\u27 minds and establish shared understanding of the reality. Meanwhile, there is an enormous amount of linguistic diversity among human populations. Depending on what counts as a language, there are 3,000 to 10,000 living languages in the world, although a quarter of the world’s languages have fewer than 1,000 speakers and half have fewer than 10,000 (Crystal, 1997). Not surprisingly, a key question in culture and psychology research concerns the role of language in cultural processes. The present chapter focuses on two issues that have received by far the greatest amount of research attention from cultural researchers. First, how does language and human cultures co-evolve? Second, what are the non-linguistic cognitive effects of using a certain language? Does speaking different languages orient individuals to see and experience the external reality differently? The scope of the present chapter does not permit a comprehensive review of all pertinent research; only a selected sample of studies will be used to illustrate the main ideas in the present chapter

Verification of Theory Based Design Features for Designing Online Instruction for Students with Learning Disabilities and Other Struggling Learners

This study involved a comprehensive review of the literature on multimedia design to identify theory based design principles applicable to online instruction. Seven theories were reviewed. They included Cultural Historical Activity Theory (CHAT), Human Computer Interaction (HCI), Cognitive Theory of Multimedia Learning (CTML), Cognitive Load Theory (CLT), Universal Design for Learning (UDL), Kosslyns's (2007) eight Psychological Principles, and Wicken's (1999) thirteen Principles of Display Design. The focus was on all learners including those with disabilities. Forty theory based design principles, supported by research, were verified through Q methodology model (Brown, 1980; McKeown & Thomas, 1988). Three panels of experts in 1) multimedia theory, 2) design/development of online instruction for all K-12, and 3) design/development of online instruction for students with learning disabilities rated the importance of each principle. The Q-sort involved sorting along the dimensions of a quasi-normal distribution scale. This prevented the experts from placing a disproportionate number of principles in any single category. The response rate for experts was 81.1%. An Analysis of Variance was carried out to ascertain differences among the rating of expert by group and in combination and followed by a Post-Hoc Test. The result showed that only one principle had the p value = .042 between Group 1 Multimedia and Group 2 All K-12 Learners at the p < .05 significant level. The implications are that there was little differentiation between the focus on all students and the focus on students with learning disabilities. A correlation analysis was conducted with the correlation matrix indicating only six observed relationships were very strong. There were three principles with the most positive correlation coefficients ranging from r =.529 to r =.554. In contrast, there were three negative correlations coefficient between principles, ranging from r =.462 to r =.503. These results imply that there was considerable independence among the principles. The factor analysis resulted in five factors being identified i.e., Factor 1: Learner variability, Factor 2: Cognitive strategies, Factor 3: Prerequisites for teaching/learning, Factor 4: Context for learning, and Factor 5: Media presentation

Anodic dissolution of zinc in potassium iodide-potassium iodate solutions

The anodic dissolution of Zn was studied in KI-KIO₃ solutions at 25ºC. In I⁻ solutions, it was found that the apparent valence of Zn ions going into solution is approximately two. Smaller values are obtained in IO₃⁻ solutions, with the most pronounced changes occurring in the higher concentrations. An empirical equation is derived relating the apparent valence (or anode efficiency) to the current density and concentrations of IO₃⁻ and I⁻. An anodic dissolution mechanism is proposed --Abstract, page 1

The relevance of educational reform to the job satisfaction of secondary school teachers in Hong Kong

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