"哲学者,无结果之学也"--略论欧阳竟无对现代哲学创构之态度

一 "哲学"与"中国"的关系问题之所以成为可以讨论的问题,在一定意义上已经是主体赢得某种反思自由的表现.然而,如何使这种反思的自由成为可能,或者说如何从某种习成自明的系统哲学视野中赢得自由反思的分析性距离,却不能不依靠一种历史的观照.     

Human Learning on a Four-Section,Elevated, Finger Maze

Forty Ss learned 10 sentences composed of adjective, noun, verb, and adverb and were subsequently tested for their recall of the sentences and their ability to generate new sentences based on an association rule for words within the sentences. The rule could be discovered from the sentences learned and was comparable to grammatical rules for sentence structure. Subjects also rated the meaning of the words from the sentences before and after learning. Eight Ss were in each of five experimental conditions, which differed in terms of the degree to which the words in the 10 sentences were in a natural language order. The five orders were natural, reversed, 20% random, 50% random, and 100% random orders.

The results showed that the closer the sentence order was to natural language order, the more Ss recalled the sentences they learned and the more accurately they generated unlearned sentences, apparently as a result of discovering and using the association rule. Another finding was that the rated evaluative meaning of words changed in a predictable direction, toward the mean rating of the words associated with each word. Such meaning conditioning appears to be an automatic process comparable to classical conditioning in that it is unaffected by the order of words within sentences and occurs for different word forms.     

Promoting Freedom,Responsibility, and Learning in the Classroom: The Learning Covenant a Decade Later

Abstract. This essay discusses an approach to teaching religious studies in a general education or core curriculum that I have experimented with for the last decade, which I call the “Learning Covenant.” The Learning Covenant brings together various pedagogical theories, including transformational, experiential, contract, and cooperative learning, in an attempt to address diverse learning styles, multiple intelligences, and student learning assessment. It has advantages over more traditional teacher‐directed approaches to teaching, including meeting student resistance to “required” courses head‐on by inviting them to identify learning needs regardless of chosen vocation and meeting them in the context of a religious studies course, recognizing the multiple ways in which students learn and providing a variety of opportunities for students to express their learning, and allowing students opportunity to take increased responsibility for their own learning. The essay will focus on the Learning Covenant's development, components, strengths, and drawbacks.     

Developing a Learning Progression for Curriculum,Instruction, and Student Learning: An Example from Mathematics Education

Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked understanding of students learning over time through careful articulation of a curricular framework and progression, instructional sequence, assessments, and levels of sophistication in student learning. Under this broadened conceptualization, we advance a methodology for developing and validating learning progressions, and advance several design considerations that can guide research concerned with engendering forms of mathematics learning, and curricular and instructional support for that learning. We advance a two-phase methodology of (a) research and development, and (b) testing and revision. Each phase involves iterative cycles of design and experimentation with the aim of developing a validated learning progression. In particular, we gathered empirical data to revise our hypothesized curricular framework and progression and to measure change in students. thinking over time as a means to validate both the effectiveness of our instructional sequence and of the assessments designed to capture learning. We use the context of early algebra to exemplify our approach to learning progressions in mathematics education with a focus on the concept of mathematical equivalence across Grades 3-5. The domain of work on research on learning over time is evolving; our work contributes a broadened role for learning progressions work in mathematics education research and practice.     

Teaching and Learning Logic in a Virtual Learning Environment

Teaching and learning in a virtual learning environment (VLE)poses some difficulties, but also challenges and opportunitiesto rethink the whole learning process, particularly in abstractsubjects like logic or high level mathematics. On the otherhand, resources and ways to work, now available in VLEs, mightsoon extend to all kinds of environments. In this paper, wewill present experiences at the Open University of Catalonia(UOC), a particular VLE, concerning the whole process of teachinglogic and mathematics. In addition, we will discuss some challengesand we will present some innovation projects allowed by thepresent and near future technologies.     

The Effect of Commitment to a Learning Goal,Self-Efficacy,and the Interaction Between Learning Goal Difficulty and Commitment on Performance in a Business Simulation

The effect of commitment to a learning goal, self-efficacy, and the interaction between learning goal difficulty and goal commitment with performance was investigated using a highly complex business simulation. Participants (n?=?128) needed to acquire knowledge in order to perform the task effectively. The correlation between commitment to the learning goal and performance was positive and significant (r = .47, p < .001). Commitment was also a moderator of the learning goal–task performance effect. The relationship between self-efficacy and performance was partially mediated by commitment to the learning goal. Performance was a partial mediator of the relationship between goal commitment and self-efficacy. Seventy-five percent of the participants self-set a performance goal. The correlation between self-set performance goals and performance was positive and significant (r = .31, p < .001).     

Learning in Community for STEM Undergraduates: Connecting a Learning Sciences and a Learning Humanities Approach in Higher Education

Abstract

Previous research demonstrates that social and interpersonal factors, more than academic preparation, affect decisions by under-represented students to stay in or to leave STEM fields. Yet, much of the theorizing about STEM learning in higher education begins with conceptual and epistemological dimensions. We make the case for a new theoretical framework, a learning humanities, that begins with relationships. From this relational starting point, we locate STEM knowers as actors in relationships who become answerable for their STEM knowledge and take wise actions from this place. We then use this framework to analyze learning for STEM undergraduates involved in the STUDIO: Build Our World program, an afterschool mentoring program for low-income, immigrant, and refugee youth of color. Drawing on narrative and ethnographic analyses of data from 12 focal mentors, we found that mentors developed 3 focal practices identified by Edwards, relational expertise, common knowledge, and relational agency through their efforts to create the best possible program for youth. This built mentors’ sense of answerability and a capacity for wise action within and outside of STUDIO. We argue that this theoretical stance provides new ways to conceptualize the nature, purpose, and outcomes of STEM learning for historically non-dominant STEM undergraduates’ learning.     

Learning,cognition and ideology

Abstract

Invited to give the 2000 Rick Turner Memorial Lecture, I pondered the following question: What explains the fact that the sincere thought of a brilliant and heroic person such as Turner can appear preposterous to me, if bad faith or scholarly ignorance on one side or the other are ruled out, as they should be in this case? I address this question by considering what ‘ideologies’ are from the perspective of cognitive learning theory. I describe the dynamics by which pressures for social coordination cause brains to implement alternative natural soft-wares for performing inferences in complex domains of association and inference. I conclude by noting that this need not imply normative relativism, since the relative justifications for conclusions produced by different softwares can still be debated. My aim is thus not to contest Turner’s ideology or political views, but to partially explain how learning produces differences that transcend factual disagreements and even ethical ones.     

Imprinting, Conditioning, and Within-event Learning

Three experiments investigated whether or not the temporal relationship between the visual (V) and auditory (A) components of an imprinting stimulus influenced the acquisition of a visual preference in domestic chicks (Gallus gallus domesticus). In Experiments 1a and 1b, chicks given simultaneous presentations of V and A showed a more marked tendency to approach V than those given sequential exposure to V and A. In Experiments 2 and 3, chicks received exposure to two visual stimuli, V1 and V2. During training, presentations of V1 preceded, followed, or were separated by 30 sec from presentations of a simultaneous compound comprising V2 and A. Chicks in each condition subsequently showed an equivalent preference to approach V2 rather than V1. These results show that filial imprinting, unlike Pavlovian conditioning but like within-event learning, proceeds most readily when training involves the simultaneous presentation of stimuli.     

Learning,Belief Biases,and Metacognition

Evidence from dual-process and cognitive behavioral theorists points to the conclusion that the products of associative learning are sometimes available in working memory. Adolescents, adults, and children (to a lesser extent) can engage in metacognitive intercession, reflecting on the products of associative processing and deciding whether to assimilate these products to existing knowledge or create new levels of understanding. To highlight my arguments, I discuss research on belief-biased reasoning and an intervention that reduced reasoning biases.     

Language, Learning, and Color Perception

Abstract— People perceive colors categorically. But what is the role of the environment (or nurture)—specifically, language—in color perception? The effects of language on the way people categorize and perceive colors have been considered to be minimal, but recent evidence suggests that language may indeed change color perception. Speakers of languages with different color-name repertoires show differences in the way they perceive color. Research shows that categorical effects on color perception can be induced through laboratory training and suggests language can similarly change color perception through the mechanism of perceptual learning.     

Extraversion,Neuroticism, and Face-Name Learning

Previous research has attempted to relate personality traits to paired-associate learning. We tested name recall as a function of extraversion and neuroticism (as assessed by the Eysenck Personality Inventory) and task difficulty. Face photographs were paired with one of three levels of information: names only (an easy task); names and occupations; or names, occupations, and interests (a difficult task). On the easy and difficult tasks, extraverted subjects recalled more names than did subjects scoring at the median or below on that trait. Contrary to expectations, subjects scoring high on neuroticism recalled more names than did subjects scoring low on that trait. Neither trait was significantly related to recall on the moderately difficult task. There was no interaction between traits for name recall, but there was for interests: Neurotic introverts were significantly impaired at recalling interests, whereas the other subjects recalled interests better than names. These findings thus differ from those of paired-associate learning tasks using words and nonsense syllables.     

Learning of a Pet's Conure

Abstract

(Goldstein, K. The Organism. New York: American Book, 1939. Pp. 519.) Reviewed By L. A. Pennington

(Pratt, C. C. The Logic of Modern Psychology. New York: Macmillan, 1939. Pp. 185.) Reviewed By Ralph W. Erickson     

Learning with a computer-based advisor

The subject of this paper is the design of a computer-based educational advisory system called LOLA (Leeds On-Line Advisor). Implemented in SMALLTALK-80, LOLA attempts to address some of the problems which arise when students are required to manage their own learning, a decision-making process of importance particularly in tertiary education. LOLA demonstrates how Artificial Intelligence (AI) techniques can be incorporated in the design of instructional systems. LOLA provides advice to students about what to study, how and when to study topics. The work was supervised by J.R. Hartley and benefited from many helpful discussions with K. Tait and Professor N. Sheehy.     

Learning a theory of causality

The very early appearance of abstract knowledge is often taken as evidence for innateness. We explore the relative learning speeds of abstract and specific knowledge within a Bayesian framework and the role for innate structure. We focus on knowledge about causality, seen as a domain-general intuitive theory, and ask whether this knowledge can be learned from co-occurrence of events. We begin by phrasing the causal Bayes nets theory of causality and a range of alternatives in a logical language for relational theories. This allows us to explore simultaneous inductive learning of an abstract theory of causality and a causal model for each of several causal systems. We find that the correct theory of causality can be learned relatively quickly, often becoming available before specific causal theories have been learned--an effect we term the blessing of abstraction. We then explore the effect of providing a variety of auxiliary evidence and find that a collection of simple perceptual input analyzers can help to bootstrap abstract knowledge. Together, these results suggest that the most efficient route to causal knowledge may be to build in not an abstract notion of causality but a powerful inductive learning mechanism and a variety of perceptual supports. While these results are purely computational, they have implications for cognitive development, which we explore in the conclusion.     

Implications of Learning Style,Age Group,and Gender for Developing Online Learning Activities

ABSTRACT

This study explores the effects of learning style, age and gender on preferences for online educational activities. David Kolb's Experiential Learning Theory (Kolb, 1984 Kolb, D. A. 1984. Experiential learning: Experience as the source of learning and development, Englewood Cliffs, NJ: Prentice-Hall.  [Google Scholar]) is used as a lens to examine the responses of online learners to five types of educational activities. Results indicate that learning style influences preference for learning activity. The relationship is stronger among adults than among children aged 10–13 (middle school). The four learning styles were not evenly distributed. “Practical” (likes to solve problems and find solutions) was the most frequent style among both children and adults (37%). “Creative” (enjoys brainstorming and open-ended exploration) was the least frequent (8%). These data have particular relevance to the development of educational activities, suggesting that open-ended exploration with “no right answers” may not be the most satisfying and appealing approach for many learners. The results of this study provide new insight into online audiences and can help developers of multimedia activities to create experiences that will appeal to all kinds of learners.