Habitual Learning as Being-in-the-World: On Merleau-Ponty and the Experience of Learning

In Phenomenology of Perception,both intellectualism and empiricism were blamed for not grasping consciousness in the act of learning.This was,Merleau-Ponty thought,due to an objective volatilizing of the subjective role of the lived body in perception.In order to overcome the difficulties in the tradition of learning and the philosophy of consciousness,Merleau-Ponty's next important step was to take maximal grip as a central case of learning.To him,learning as being-in-the-world,basically has to be sketched out in embodied and socially contextualized situations.Drawing upon this asymmetrical identity from Merleau-Ponty,our argument in this paper is that leaming is best understood as a phenomenon that involves the leamer's engagement with the world and her intention to make sense of its structures.A new perspective is thus employed to present learning as an embodied and socially embedded phenomenon,which is always projected by habitual experience and involves transcendence.These characteristics of learning are brought together in an integral and comprehensive way and have relevance to studies of learning in institutions and in daily experience.     

The Meaning of Xing 形and Moral Transformation in Wuxing

The popular reading of xing yu nei 形於內 (being actualized from the internal) in Wuxing creates a predicament in the understanding of “xing 行 (behaviors)” which is not xing yu nei. As stated in Wuxing and other early Confucian texts, including The Doctrine of the Mean, The Great Learning, the Mencius and Xunzi, xing 形 is a process involving multidimensional content including not only deliberated decisions and actions, but also attitudes, facial expressions, and even the charisma that possesses power to transform the world. Xing 形 always operates in an effortless natural style, rather than under cognitive control. Xing yu nei signifies that virtues are possessed to a perfectly deep degree. Therefore, “not xing yu nei” does not mean that “behaviors” are forced by external pressure and thus hypocritical, but rather that although they also originate from internal virtues, the virtues in this case are not deep enough to enable multidimensional and natural manifestations. Xing 行, representing the way of the “human,” is the approach to and is on a continuum with “de zhi xing 德之行 (the behavior of Virtue),” which matches the way of Heaven. Shendu 慎 獨requires paying close attention to and regulating the intentions and emotions emerging at the heart/mind, which is the fundamental work when making the effort of “xing” towards “de zhi xing.”     

The Future of Psychology： Evolutionary Approach to Scientific Psychology

＂Evolutionary psychology is an approach to psychology, in which knowledge and principles from evolutionary biology are put to use in research on the structure of the human mind＂ （Cosmides ＆ Tooby, 2001, p.1）. The approach can be used to study and to provide broad theoretical framing of nearly all of the issues and topics within the traditionally defined fields of psychology. The 19 papers included in this special issue on evolutionary psychology are written by leading scholars in the field and address topics that can be organized by the familiar divisions of cognitive, developmental, and social psychology.     

The Deaths of One Conceptual Metaphor in Two Languages

This title refers to what I see as the state of synonymy between the word “husbandry” in English and the word se 嗇 in Chinese. There are points of striking similarity, not only in the meaning and usage of these two words, but also in the changes in their usage over time, and I have found a comparative study of the etymology of these two words to be mutually illuminating. The similarity and potential for mutual analysis between these two case studies speaks to the universality of metaphor in thought and its expression, as well as the influence of shared experiences, such as agricultural practices, on how we talk about ideas that are more abstract. In English, the idea of a general practice of husbandry derived from the idea of the husbandman or farmer in Late Medieval English (C13th onwards). A more abstracted sense of husbandry, understood as an attitude that may be applied to abstract and intangible objects is witnessed in Shakespeare’s sonnets in the C16th. This sense of husbandry, the husbandry of intangible resources, is also precisely the sense that is developed by a small and specialised group of writers in China represented by texts dating from the pre-Qin period to the Eastern Jin dynasty, following a similar progression from agricultural to ever more metaphorical senses of the practice of husbandry. The similarity of the process through which these abstracted meanings developed from concrete usage in both cases makes the pair mutually illustrative as I hope to show in this paper.     

Peter Bol,Neo-Confucianism in History

In the past two or three decades,there has been renewed interest in returning to the teachings of Confucius.I say that it is renewed because during the transition period between the Tang and Song dynasties,from the eighth to the eleventh century,some thinkers had already called attention to the project of recovering various aspects of Confucian philosophy and political culture that were present in ancient times.This new interest seems to arise from the questions that Chinese and non-Chinese are now facing concerning the moral and intellectual foundation of contemporary China.     

Paradoxes in the Textual Development of the Laozi: A Closer Examination of Chapters Eight and Twenty-Four

In light of the recently published Western Han period bamboo-slip Laozi,now in the collection of Peking University,this paper explores several paradoxes in the textual development of the Laozi.Specifically,it presents two examples suggesting that since the wording in the Laozi was originally intended to be ambiguous and paradoxical,during the transmission of the text,the compilers or commentators modified some of the paradoxes to make better sense.Eventually those modifications came to replace the original text.In the first part of this article examines certain contrasting differences in Chapter Eight from the Beida Laozi,the Mawangdui Laozi,and the received Laozi.The second part,I examine certain other contrasting differences from these same versions from Chapter Twenty-Four are discussed.This paper argues that these differences among the various versions are not the product of transcribal error;rather,they are the result of compilers or commentators who revised these passages against their earliest versions in order to make the meaning clearer and more explicit.     

Beyond a Theory of Human Nature： Towards an Alternative Interpretation of Mencius＇ Ethics

By following the Wittgensteinian view that the sense of an ethical term such as “nature” (xing 性) should be understood through an examination of its function in its actual philosophical context, this article takes a look at the notion of xing in the Mencius from an alternative perspective. Proceeding from this perspective, it re-examines the view that xing in the Mencius should be understood in biological terms. A discussion of xing in relation to the “Why be moral?” question follows. I then offer an alternative interpretation of Mencius’ ethics by focusing on the meaning of the ethical particulars. Contrary to common perception, I argue that Mencius’ theory of human nature (renxing 人 性) need not occupy a central place in his moral philosophy; the ultimate foundation of Mencius’ moral philosophy lies in the meaning or sense of morality. Through participating in concrete, ethical thinking and by paying attention to the ethical particulars, human beings develop their grasp of moral and ethical meaning.     

阅读和场景知觉中认知与文化对眼动的影响(中文)

Research on eye movements during reading and scene perception is briefly reviewed. It is quite clear that cognitive variables influence how long readers look at words and where they look next. There are also clearly some differences in eye movements between Chinese and Western readers. However, for the most part it appears that there are more similarities than differences and that what differences do occur are due more to differences in the nature of the written orthography than due to cultural differences. There are also clearly cognitive influences on eye movements during scene viewing. Research from my lab is reviewed which challenges the view that culture influences eye movements during scene viewing. While we do not deny that there are cultural influences on cognition and thinking, it seems to be the case that cultural differences do not influence properties of the oculomotor system resulting in differences in where subjects look early in scenes.     

Was John Stuart Mill a Pluralist?

In his Autobiography,John Stuart Mill,the 19th-century British political philosopher,portrayed his On Liberty as being "a kind of philosophic text-book" dedicated to a single truth,that is,"the importance,to man and society,of a large variety in types of character,and of giving full freedom to human nature to expand itself in innumerable and conflicting directions." The Mill of On Liberty may seem to be a pluralist who tends to prefer difference per se to goodness of a uniform pattern,many-sidedness to conformity,and eccentricity to mediocrity.This paper seeks to challenge this argument by paying close attention to the text.It argues that the Mill of On Liberty was far from a single-minded pluralist.Two divergent positions are found throughout his reasoning:one is a pluralist idea that an individual's own plan of life is the best,no matter how base or licentious it might be;the other is the belief that there exist a limited number of ideal ways of life which define what the good life is.The two positions are,if not mutually exclusive,at least in important aspects indicative of some profound tension at the center of Mill's thought.     

Justice and Civic Friendship： An Aristotelian Critique of Modern Citizenry

Modem moral and political theorists make a sharp separation between justice and civic friendship, arguing that justice deals with the fair terms of co-operation in the social sphere whereas civic friendship is about an individual＇s contingent affections in the political domain. In addition, they also argue that the principles of justice must determine the nature and function of civic friendship in modem liberal society. Even though the historical origin of the above view can be traced to the writings of Immanuel Kant （2007）, John Rawls provides us with its most cogent formulation in recent times. In his book A Theory of Justice （1971）, Rawls argues that the considerations of right are prior to the considerations of good; therefore the principles of justice must determine the limits of civic friendship. Against RaMs, I argue that justice and civic friendship are intrinsically connected and that they cannot be separated in experience. I draw upon Aristotle＇s theory of virtue to strengthen my arguments. Following Aristotle, I show that both justice and friendship are virtues and that all virtues hold together. The Aristotelian coherence of virtues, I argue, can be useful in redefining the obligations of justice and civic friendship in contemporary liberal democracies.     

Using reinforcement learning to understand the emergence of "intelligent" eye-movement behavior during reading

The eye movements of skilled readers are typically very regular (K. Rayner, 1998). This regularity may arise as a result of the perceptual, cognitive, and motor limitations of the reader (e.g., limited visual acuity) and the inherent constraints of the task (e.g., identifying the words in their correct order). To examine this hypothesis, reinforcement learning was used to allow an artificial "agent" to learn to move its eyes to read as efficiently as possible. The resulting patterns of simulated eye movements resembled those of skilled readers and suggest that important aspects of eye-movement behavior might emerge as a consequence of satisfying the constraints that are imposed on readers. These results also suggest novel interpretations of some contentious empirical results, such as the fixation duration costs associated with word skipping (R. Kliegl & R. Engbert, 2005), and theoretical assumptions, for example the familiarity check in the E-Z Reader model of eye-movement control (E. D. Reichle, A. Pollatsek, D. L. Fisher, & K. Rayner, 1998).     

Reinforcement of eye movement with concurrent schedules

Human macrosaccadic eye movements to two areas of a four-dial display were conditioned by concurrent variable-interval schedules of signals. Reinforcers (signals) were delivered to the two right-hand dials on one schedule and to the two left-hand dials on another, independent schedule. The use of a changeover delay between crossover eye movements and reinforcement had the effect of changing the pattern of scanning from fixating four dials in succession or in a Z-shaped pattern to scanning vertically the dials on either side with fewer crossovers. In the presence of a changeover delay, subjects matched relative eye-movement rates and relative reinforcement rates on each schedule. Rate of crossover eye movements, with a changeover delay in effect, was also inversely related to the difference in reinforcements arranged by the concurrent schedules. The results suggest that for stimuli whose critical components are arranged spatially, conditioned eye movements play an important part in selective stimulus control.     

Neural network principles for theoretical psychology

Neural networks are an increasingly important tool for the mechanistic understanding of psychological phenomena. Three commonly used principles in neural-network design (associative learning, competition, and opponent processing) are outlined here, and two examples of their use in behavior-modeling architectures are discussed. One example relates to an instance of reinforcement learning; that is, of an organism controlling its environment to maximize positive reinforcement or to minimize negative reinforcement. The other example relates to some characteristic deviations from reinforcement learning that occur in people or monkeys with frontal-lobe damage.     

Learning disability as related to infrequent punishment and limited participation in delay of reinforcement tasks

By comparing for learning disabled and control children parental frequency ratings of physical punishment and of completing household tasks, this experiment tested the hypothesis that parental indulgence is associated with learning disorders. Referral children with learning problems (N=18), matched on grade and sex with those in two control groups, were rated significantly lower on both measures than were either the students referred for other reasons or the nonreferred students. The infrequent punishment suggests that some children have learning problems because of a failure to acquire adequate response inhibition tendencies, which are necessary to control inappropriate behaviors resulting from the ineffective classroom positive reinforcement system. Furthermore, the lower responsibility index suggests some of their academic problems result from limited experiences functioning under delayed reinforcement.     

奖励和惩罚在注意控制过程中的优化和分离：眼动研究

通过两个眼动实验考察金钱奖励和惩罚引起的动机对个体在不同空间线索条件下注意控制加工的影响。实验1采用朝向/反向眼跳范式, 被试通过内源性线索提供心理准备的情况下做出简单的朝向眼跳以及需要抑制优势反应的反向眼跳。结果发现, 相比无奖惩条件, 奖励条件下朝向眼跳任务的正确率更高, 惩罚条件下反向眼跳任务的正确率更高; 两种眼跳任务中有奖惩条件下的眼跳峰速度均比无奖惩条件高。实验2采用Go/No-go任务, 进一步探讨了由副中央凹加工外源性边缘线索从而不能提供充分心理准备的情况下奖励和惩罚对注意控制的影响。结果发现, 奖励条件下Go反应的眼跳潜伏期更短, 惩罚条件下No-go反应正确率更高, 眼跳峰速度在两种条件下均比无奖惩条件高。以上结果表明, 奖励和惩罚均能够促进个体的注意控制, 但二者的加工过程是分离的, 奖励能够改善趋近行为, 惩罚则能够显著促进抑制控制行为, 且奖励和惩罚在注意控制加工过程中具有不同的作用模式, 奖励能够更早唤醒注意控制系统从而更快地促进行为的发生与执行, 惩罚则能够通过调节注意资源促进以目标为导向的行为中对优势反应的抑制。     

Lateral eye-movement responses to visual stimuli

The association of left lateral eye-movement with emotionality or arousal of affect and of right lateral eye-movement with cognitive/interpretive operations and functions was investigated. Participants were junior and senior students enrolled in an undergraduate course in developmental psychology. There were 37 women and 13 men, ranging from 19 to 45 yr. of age. Using videotaped lateral eye-movements of 50 participants' responses to 15 visually presented stimuli (precategorized as neutral, emotional, or intellectual), content and statistical analyses supported the association between left lateral eye-movement and emotional arousal and between right lateral eye-movement and cognitive functions. Precategorized visual stimuli included items such as a ball (neutral), gun (emotional), and calculator (intellectual). The findings are congruent with existing lateral eye-movement literature and also are additive by using visual stimuli that do not require the explicit response or implicit processing of verbal questioning.     

Reinforcement as positive or negative meaning-extension: An empirical demonstration

According to logical learning theory, a reinforcement involves the extension of meanings predicated by subjects who are asked to perform in a learning task. Based on this theoretical position, it is predicted that subjects who are administered a reinforcement following their successful anticipation of the second member of a paired-associates unit will acquire their liked trigrams more readily than their disliked trigrams (mixed lists). Conversely, it is predicted that subjects who are reinforced following their incorrect anticipations of the second paired-associates member will acquire their disliked trigrams more readily than their liked. College students (divided equally by sex) were exposed to one of three reinforcement conditions: positive reinforcement, negative reinforcement, and no reinforcement (control). Trigrams reliably rated for likability by each subject were used as learnable materials. Although the control condition did not perform as expected, the remaining experimental conditions support the hypotheses.     

Hierarchically organized behavior and its neural foundations: a reinforcement learning perspective

Research on human and animal behavior has long emphasized its hierarchical structure—the divisibility of ongoing behavior into discrete tasks, which are comprised of subtask sequences, which in turn are built of simple actions. The hierarchical structure of behavior has also been of enduring interest within neuroscience, where it has been widely considered to reflect prefrontal cortical functions. In this paper, we reexamine behavioral hierarchy and its neural substrates from the point of view of recent developments in computational reinforcement learning. Specifically, we consider a set of approaches known collectively as hierarchical reinforcement learning, which extend the reinforcement learning paradigm by allowing the learning agent to aggregate actions into reusable subroutines or skills. A close look at the components of hierarchical reinforcement learning suggests how they might map onto neural structures, in particular regions within the dorsolateral and orbital prefrontal cortex. It also suggests specific ways in which hierarchical reinforcement learning might provide a complement to existing psychological models of hierarchically structured behavior. A particularly important question that hierarchical reinforcement learning brings to the fore is that of how learning identifies new action routines that are likely to provide useful building blocks in solving a wide range of future problems. Here and at many other points, hierarchical reinforcement learning offers an appealing framework for investigating the computational and neural underpinnings of hierarchically structured behavior.     

The establishment of stimulus control by instructions and by differential reinforcement

A repeated acquisition design was used to study the effects of instructions and differential reinforcement on the performance of complex chains by undergraduates. The chains required responding on a series of keys that corresponded to characters that appeared on a monitor. Each day, subjects performed a new chain in a learning session and later relearned the same chain in a test session. Experiment 1 replicated previous research by showing that instructional stimuli paired with the correct responses in the learning sessions, combined with differential reinforcement in both learning and test sessions, resulted in stimulus control by the characters in each link. Experiment 2 separated the effects of instructional stimuli and differential reinforcement, and showed that stimulus control by the characters could be established solely by differential reinforcement during the test sessions. Experiment 3 showed that when a rule specified the relation between learning and test sessions, some subjects performed accurately in the test sessions without exposure to any differential consequences. This rule apparently altered the stimulus control properties of the characters much as did differential reinforcement during testing. However, compared to differential reinforcement, the rule established stimulus control more quickly.