《彖传》的道家思维方式

《彖传》是易传各篇中成书最早的一部作品,也是易学史上最早的一部哲学著作。 《易经》本是占筮之书,《周易》的哲理化而成为一部哲学著作始于《彖传》,易经卦爻象和卦爻辞之间本无必然联系,而《彖传》的作者为寻求其间的关联开始试图将六十四卦的内容予以逻辑化、体系化,这种逻辑化的企图和战国时代学术思潮的发展是密切相关的。(参见朱伯:《易学哲学史》上册,第2章,北京大学出版社版)     

《彖传》的道家思维方式

《彖传》是易传各篇中成书最早的一部作品,也是易学史上最早的一部哲学著作。《易经》本是占筮之书,《周易》的哲理化而成为一部哲学著作始于《彖传》,易经卦爻象和卦爻辞之间本无必然联系．而《彖传》的作者为寻求其间的关联开始试图将六十四卦的内容予以逻辑化、体系比。这种逻辑化的企图和战国时代学术思潮的发展是密切相关的。（参见朱伯■：《易学哲学史》上册,第2章,北京大学出版社版）易经和易传既有联系又有区别,正如朱伯■教授所说：“传是对经的解释,但其解释．不是《易传》的作者凭空臆想的,而是战国以来的社会政治、文…     

《易传》解《易》方法析论

本文通过《易传》来研究解《易》方法,共分四个部分:一、认为卦名反映一卦之主旨,《杂卦传》《大象传》为探寻卦名意义作过若干努力。二、认为《大象传》反映《周易》之精髓,它揭示了《周易》以六十四卦为形式探讨在不同的境遇下,君子所应具备的境界。三、《说卦传》揭示了《周易》取象比类的思维方法。四、《彖传》《系辞传》揭示了"当位"说、"得中"说、"正应"说、"贵贱"说等解卦方法。     

关于《周易》的几个问题

《易》,按照自古以来的说法,是伏羲氏最初画八卦,神农氏将此加以重迭而演变成六十四卦,但有卦而未曾有卦辞,及至周文王系上卦辞(彖辞),周公系上爻辞(象辞),并从那时起确立上下经。孔子则把十翼(《彖传》上、下,《象传》上、下,《系辞传》上、下,《文言传》,《说卦传》,《序卦传》,《杂卦     

论《易·彖传》所揭“时”、“时义”、“时用”三者内涵实乃六十四卦卦义通例

《易·彖传》说《颐》、《大过》等十二卦时,分别用到"时"、"时义"、"时用"三个概念,此三者内涵实可作为六十四卦卦义之通例。若详绎此《周易》"大时之义",对认识儒学《易》理乃至全部儒学思想体系,意义所关至大。     

“卦变”说辨析

“卦变”说辨析常秉义一《周易·彖传》中言刚柔上下往来之语，历代治《易》者有的用“卦变”解释，有的以“错综”明义，可谓众说纷纭，人言人殊。所谓卦变，就是指六十四卦之间某种变化关系。汉易卦变说认为，在六十四卦中，此卦是由彼卦变化而来，他们把这种变化关系称...     

论卦变是理解卦爻辞的总纲

卦变在易学史上争议很大,有人认为卦变存在,有人否定卦变存在。承认和否定卦变最大的区别在于对待《彖传》的态度,即《彖传》是否具有解释卦爻辞的权威性。如果认为解释卦爻辞不能离开《彖传》的提示,那么,不承认卦变就站不住脚。《彖传》有很多爻变的提示,纵观历代《易》注,不承认卦变者几乎都注得模棱两可,甚至作者自己都不知所云。不承认卦变的存在,就不符合《周易》卦爻辞成书的实际过程,因为只有通过卦变引发的象的变化,才能把卦爻辞每个字的来源讲明确。     

试论《易传》对《文心雕龙》的影响

《文心雕龙》是中国文学史上第一部体大思精、具有完整体系的古代文学理论专著。本文依《彖传》、《象传》、《文言传》、《说卦传》、《序卦传》、《杂卦传》的顺序，分别论述《易传》七种对《文心雕龙》所产生的深刻影响。     

《彖传》《大象传》释卦次序考

《彖传》《大象传》释卦次序考廖名春一、引言《周易·彖传》与《大象传》解释上下经卦的次序问题,前人罕有论及,黄沛荣先生著《周易彖象传义理探微》一书￣①,首次全面而系统地进行了分析。黄先生说：《家传》释卦,除少数特例以外,其叙述之次序,皆自下卦而上卦;反...     

“一阳来复(一阳生)”及其在丹道理论中的演进

正消息卦理论"一阳来复"之"复",毫无疑问,指的是《周易》六十四卦中的复卦,复卦上坤下震,也就是《象传》所谓的"雷在地中(震为雷,坤为地)",全卦上五爻都是阴爻,只有初爻是阳爻,这一特殊状态使它成为后儒所创十二消息卦之首卦。1.消息卦起源十二消息卦虽属后人创造,但在《周易》原文中也有迹可循,剥卦《彖传》     

Young children's phonological sensitivity after exposure to a rhyming or nonrhyming story.

This study examined the ability of preschool children to make phonological discriminations after hearing rhyming or nonrhyming versions of the same story. Participants first listened to either a rhyming or nonrhyming version of a story, Rainy Day Kate (Blegvad, 1987), then attempted a phonological deletion and a rhyme/alliteration detection task. In accordance with prior theoretical notions that listening to rhyme sensitizes young children to phonological properties of words, children who heard the rhyming version of the story showed significantly higher performance on the rhyme/alliteration task than did participants who heard the nonrhyming narrative. Children in the rhyme condition also offered more rhyming and clang (nonword but phonologically similar) associates in completing the phonological deletion task.     

Young Children's Phonological Sensitivity After Exposure to a Rhyming or Nonrhyming Story

This study examined the ability of preschool children to make phonological discriminations after hearing rhyming or nonrhyming versions of the same story. Participants first listened to either a rhyming or nonrhyming version of a story, Rainy Day Kate (Blegvad, 1987), then attempted a phonological deletion and a rhyme/alliteration detection task. In accordance with prior theoretical notions that listening to rhyme sensitizes young children to phonological properties of words, children who heard the rhyming version of the story showed significantly higher performance on the rhyme/alliteration task than did participants who heard the nonrhyming narrative. Children in the rhyme condition also offered more rhyming and clang (nonword but phonologically similar) associates in completing the phonological deletion task.     

Further evidence of the intricacy of memory span

Memory span was measured for lists of verbal items constructed such that the items in the first half of the list were of one category and those of the second half were of another. In Experiment 1, the lists consisted of digits and words (e.g., 2, 8, 7, horse, cow, sheep or horse, cow, sheep, 2, 8, 7); in Experiment 2, they consisted of words from the same semantic domain and words from different semantic domains; in Experiments 3 and 4, they consisted of words that rhymed and words that did not rhyme. A category-order effect occurred in each experiment: Span was larger when the digits, same-domain words, or rhyming words occurred in the first half of the list than when they occurred in the second half. These findings suggest that memory span is more complex than is generally assumed.     

Deafness, spelling and rhyme: How spelling supports written word and picture rhyming skills in deaf subjects

Orally trained, congenitally deaf adolescents and hearing, reading-age-matched control subjects made rhyme judgements for pictures and for written words. Hearing children performed the task accurately. By contrast, the deaf group were very poor at rhyme judgement for words and for pictures. For hearing children, word rhyme judgement was more accurate when the words were congruent in their spelling pattern (e.g. bat/hat), less accurate when the spelling pattern of the rhyming words was incongruent (hair/bear). Deaf subjects showed an even more pronounced effect of spelling congruence; their ability to match for rhyme when written words did not share the same spelling pattern was extremely poor. Moreover, spelling congruence predicted deaf subjects' picture rhyming skills.

We conclude that oral training for deaf people does not always permit them to achieve a reliable phonological representation of speech from lip-reading and residual hearing alone. Instead they use the written spelling of the word. This result is not predicted from some previous results that suggest that orally trained deaf people can make direct, spontaneous use of rhyme in the processing of visually presented material.     

Bias effects in facilitatory phonological priming

In four experiments, we examined the facilitation that occurs when spoken-word targets rhyme with preceding spoken primes. In Experiment 1, listeners' lexical decisions were faster to words following rhyming words (e.g., ramp-LAMP) than to words following unrelated primes (e.g., pink-LAMP). No facilitation was observed for nonword targets. Targets that almost rhymed with their primes (foils; e.g., bulk-SULSH) were included in Experiment 2; facilitation for rhyming targets was severely attenuated. Experiments 3 and 4 were single-word shadowing variants of the earlier experiments. There was facilitation for both rhyming words and nonwords; the presence of foils had no significant influence on the priming effect. A major component of the facilitation in lexical decision appears to be strategic: listeners are biased to say "yes" to targets that rhyme with their primes, unless foils discourage this strategy. The nonstrategic component of phonological facilitation may reflect speech perception processes that operate prior to lexical access.     

Effects of rhyme and spelling patterns on auditory word ERPs depend on selective attention to phonology

ERP responses to spoken words are sensitive to both rhyming effects and effects of associated spelling patterns. Are such effects automatically elicited by spoken words or dependent on selectively attending to phonology? To address this question, ERP responses to spoken word pairs were investigated under two equally demanding listening tasks that directed selective attention either to sub-syllabic phonology (i.e., rhyme judgments) or to melodies embedded within the words. ERPs elicited when participants selectively attended to phonology demonstrated a rhyming effect that was concurrent with online stimulus encoding and an orthographic effect that emerged later. ERP responses to the same stimuli presented under melodic focus, however, showed no evidence of sensitivity to rhyme or spelling patterns. Results reveal limitations to the automaticity of such ERP effects, suggesting that rhyme effects may depend, at least to some degree, on allocation of attention to phonology, which may in turn activate task-incidental orthographic information.     

Suppression effects in rhyme judgement tasks

Orthographic and phonological similarity were orthogonally manipulated in a rhyme judgement task. The effects were assessed of paced versus very rapid articulatory suppression on subjects' ability to make rhyme judgements when pairs of words were presented either simultaneously or successively. It was found that there were consistent suppression effects on the accuracy of subjects' judgements to visually similar non-rhyming pairs (e.g. “pint-tint”), visually dissimilar rhyming pairs (e.g. “fare-wear”) and visually similar rhyming pairs (e.g. “fall-tall), regardless of mode of presentation or speed of suppression. The size of the suppression effect was greatest for the visually similar non-rhyming word pairs. It was argued that subjects need to carry out a recheck for phonological similarity when word pairs are visually but not phonologically similar, and that encoding the words in articulatory form is particularly beneficial for making accurate rhyme judgements to such pairs.     

Serial and free recall in children can be improved by training: evidence for the importance of phonological and semantic representations in immediate memory tasks

Children were assigned to three groups given training on unfamiliar words--phoneme-awareness training, rhyme training, and vocabulary training--and an untrained control group. Before and after training, we assessed the children's performance on serial- and free-recall tasks with these words, as well as their ability to define the words, manipulate phonemes in them, and generate rhymes for them. We found that phoneme-awareness training improved serial recall substantially and improved free recall to a lesser extent. In contrast, vocabulary training produced a substantial increase in free recall and a lesser increase in serial recall. These effects on recall were specific and did not generalize to untrained words. Rhyme training produced increases in rhyming skills but no increase in either serial or free recall. We argue that serial and free recall depend on common memory mechanisms, but serial recall relies more on phonological codes and free recall relies more on semantic codes.     

Three kinds of rhymes: An ERP study

In a simple prime-target visual rhyming paradigm, pairs of words, nonwords, and single letters elicited similar event-related potential (ERP) rhyming effects in young adults. Within each condition, primes elicited contingent negative variation (CNV) while nonrhyming targets elicited more negative waveforms than rhyming targets within the 320-500ms (N400/N450) time window. The target rhyming effect, apparently primarily an index of phonological processing, was similar across conditions but tended to be smaller in mean amplitude for letters. One of the first reports of such a letter rhyming effect in the ERP literature, these findings could be important developmentally because letter rhyme tasks simultaneously index the two best predictors of ease of learning to read: letter name knowledge and phonological awareness.