Researchers' interest in the learning of vocabulary from word cards has grown alongside the increasing number of studies published on this topic. While meta-analyses or systematic reviews have been previously performed, the types of word cards investigated, and the number of word card studies analyzed were limited. To address these issues, a research synthesis was conducted to provide an inclusive and comprehensive picture of how the use of word cards by learners results in vocabulary learning. A search of the Web (...) of Science and Scopus databases resulted in 803 potential studies, of which 32 aligned with the inclusion criteria. Coding of these studies based on an extensive coding scheme found most studies assessed receptive vocabulary knowledge more often than productive vocabulary knowledge, and knowledge of vocabulary form and meaning were assessed more often than knowledge of vocabulary use. Results of effect size plots showed that more of the reviewed studies showed larger effects for the use of paper word cards than digital word cards, and for the use of ready-made word cards than self-constructed word cards. Results also indicated more studies showed larger effects for using word cards in an intentional learning condition compared with an incidental learning condition, and for using word cards in a massed learning condition compared with a spaced learning condition. Although a correlation was found between time spent using word cards and vocabulary learning outcomes, this correlation was not statistically significant. Learners that were more proficient in English learned more words from using word cards than those less proficient. These results suggest that future researchers should report learner proficiency, adopt reliable tests to assess vocabulary learning outcomes, compare the effectiveness of ready-made word cards and self-constructed word cards, and investigate the learning of different aspects of word knowledge. Teachers should provide learners guidance in how to use word cards and target word selection for self-construction of word cards. In addition, teachers should encourage learners to create word cards for incidentally encountered unknown words and use massed learning when initially working with these new words before using spaced learning for later retrieval practice. (shrink)

在风风雨雨的漫长人生旅途中，汤先生一直执着地在追求，保持着一颗不屈的灵魂。他无比热爱自己的祖国，热爱自己祖国的文化，同时他又胸怀世界，对民族、对人类有着一种极其深厚的感情，一种撼动宇宙的大爱！他孜孜不 倦地进行学术探索，学贯中西，洞悉往古，瞩望来今，对于祖国的文化发展怀着满腔热情和忧虑之心。他的学问融贯儒释道三教，做人做事也如做学问一样，人格通达，胸襟恢宏。他关注现实，热心中国文化的弘扬与传播，无私 地燃烧自己，照亮他人。汤先生学问之广博，气魄之雄伟，境界之恢宏，如泰山般屹立寰宇！.

本书着重从五个方面,即信仰,常道,常名,贵生与为政,阐述老子的思想,并且通过阐述老子思想进一步阐释中国传统文化,在阐述中以孔子释老子,以老子印证孔子,从而使儒道在源头上达至统一.

A higher level of intelligence can improve adolescents’ interactions with intelligent online services, although overemphasizing intelligent online services may nullify their sense of autonomy and in turn affect their acceptance intention. Enterprises have therefore focused on the best ways through which to provide intelligent online services. Based on the technology acceptance model, this study constructs a theoretical model of the impact of perceived control and power on adolescents’ acceptance intention of intelligent services. Through a scenario experiment involving an intelligent online (...) recommendation service, 195 participants were obtained to test the model. The results show that the adolescents’ perceived control affects their acceptance intention of intelligent online services through their perceived usefulness. The adolescents’ sense of power moderates the influence of perceived control on perceived usefulness. This study supplements the research on intelligent online services and provides a reference for online merchants seeking to design such service processes. (shrink)