小学生課业责任心形成的实驗研究

問題課业責任心不仅是学生的学习态度問題,而且也是共产主义品格形成、发展中的一个問題。探明課业責任心和学习效果的关系、課业責任心的心理結构、課业責任心形成的途径及其轉化为一种革命責任心的可能性問題,不仅可以帮助教师更自觉地对学生进行責任     

THE SECOND SPHERE AND THE STORY OF NO STORY

The author discusses Roy Schafer's ideas of the second self and second reality, as well as his consistent theme of storyteller and story. The latter theme is also explored in the context of more recent psychoanalytic influences, such as Bionian thought, trauma theory, the French approach, and the interpersonal perspective. To illustrate the idea of the nonstory in today's clinical encounters, the author presents two clinical vignettes.     

CULTURE AND CHILDREN'S UNDERSTANDING OF GEOMETRY1

A 358 enfants, appartenant à deux régions du district d'Ankole en Ouganda, on fait passer les épreuves de type Piaget pour la conservation des longueurs, la copie d'angle et la localisation d'un point sur une feuille rectangulaire. Parmi ces enfants dont L'âge est en général compris entre 6 et 11 ans, il y a des scolarisés et des non scolarisés. Les résultats montrent qu'il y a, parmi les scolarisés, une proportion significativement plus importante d'enfants qui réussissent L'épreuve de conservation des longueurs, et qui réalisent également une meilleure performance dans L'épreuve de copie d'angle. Il n'y a cependant aucune différence entre les deux groupes dans L'épreuve de localisation d'un point. L'auteur discute de L'importance de la scolarisation et de L'expérience culturelle dans le développement de certains concepts géométriques.     

MAKING SENSE OF SOUL AND SABBATH BRAIN PROCESSES AND MAKING OF MEANING

Abstract. Making sense of soul and Sabbath necessitates understanding these phenomena experientially and then suggesting "biochemical" or empirical analogues. Soul, which is defined as the core or essence of a person (or group), includes a working memory of personally purposeful behavior. The states of the soul are reflected in the states of the mind and their physiological correlates-the states of the brain. Such uniqueness appears similar to the biblical cycle of creation-Sabbath-consciousness and its analogue in the biorhythm of brain-mind-that is, waking and work, sleeping and rest, dreaming (rapid eye movement [REM]) and the reorganization-integration process that is ever making sense of our senses by synthesizing what they mean to us. Working memory and biorhythm, therefore, are crucial for the making of meaning, and meaning is the making of soul.     

聋童与正常儿童对多种信念的认知

选取了122名3～12岁聋童,并分别用65名3～5岁的正常儿童作对照,开展了2个实验系列,探讨了儿童的正确信念、一级错误信念及二级错误信念认知的发展特点.结果如下: (1)聋童及正常儿童信念认知的发展过程中,无论是关于正确信念,还是关于一级错误信念,都是先发展自我信念认知,再发展他人信念认知;(2)关于正确信念、一级错误信念和二级错误信念认知的发展,聋童都比正常儿童滞后,但两者的发展趋势一致; (3)手语聋童在信念认知上略好于口语聋童; (4)父母为聋人或父母会手语的聋童,以及兄弟姐妹会手语的聋童,其信念认知水平要比其他聋童好.     

注音方式与教学形式在儿童课堂汉字学习中的作用

通过真实课堂中的教学实验法,以107名一年级小学生为研究对象,探讨了注音方式和教学形式在儿童课堂汉字学习中的作用。结果发现：（1）在课堂教学条件下,重点教学和伴随学习生字的学习效果都不受阅读材料注音方式的影响;（2）与伴随学习相比,重点教学能更好地促进学生的汉字学习,减少中等生和优等生之间的差距;（3）全体学生都能进行有效的伴随学习,学生原有的语文能力越高,伴随学习的可能性越大。     

THE EXPERIENCE OF HOME AND THE SPACE OF CITIZENSHIP

I argue that, although we are inherently intersubjective beings, we are not first or most originally “public” beings. Rather, to become a public being, that is, a citizen—in other words, to act as an independent and self‐controlled agent in a community of similarly independent and self‐controlled agents and, specifically, to do so in a shared space in the public arena—is something that we can successfully do only by emerging from our familiar, personal territories—our homes. Finding support in texts from philosophy, psychology, and the social sciences, I construe the claim that citizenship is a developed stance as a spatial issue. I conclude that a state (or, for that matter, a philosophy) that takes the human being to begin as an isolated individual agent fails to recognize the essential spatial relationships on which we depend—namely, those arising through our way of being‐at‐home in the world; and, as a result, such a stance not only misconstrues the parameters on which citizenship is itself possible but also risks developing a social situation that encourages behaviors we see in the agoraphobic—namely, the behaviors of alienated and fundamentally homeless human beings.     

个体之间的相互作用和儿童左右概念的发展

此实验利用5—6岁儿童左右概念的发展来研究在其它条件相同的情况下,不同形式的个体之间(不仅儿童之间,而且大人和儿童之间)的相互作用对儿童认知发展的影响。通过预试选取两种不同水平的儿童后用不同的相互作用方法训练,训练完立即对他们单独再测试,看他们在握掌此概念上的进步情况。此实验研究了;(1)儿童在和同伴或和大人共同作业时能否产生冲突以及儿童是用什么方式解决冲突的;(2)儿童单独作业时能否意识到自己前后答案的不一致而产生认知冲突;(3)以上2个问题和儿童在预试时已具有的水平之间的关系以及和他们在再测试时表现出来的进步之间的关系。     

THE EFFECT OF TELEVISION AND RADIO ON CHILDREN'S CREATIVITY

The literature on creativity posits that creative abilities are stable and relatively impervious to short-term interventions. Several studies have, however, reported differential effects of media on children's imaginative play and thinking. The results of these studies are difficult to interpret owing to their reliance on nonstandardized measures of creativity. The present study examines the relative effects of television versus radio on children's creativity. Third and sixth graders were presented a story on television or radio and were then given an adapted version of the “Just Suppose” test of divergent thinking developed by Torrance (1974). Responses were scored in terms of ideational fluency, flexibility, and originality. The results indicated that the two media did not have a differential effect on children's creativity.     

DISJUNCTIVISM AND NON-DISJUNCTIVISM: MAKING SENSE OF THE DEBATE

ABSTRACT During the 'What is Realism?' symposium at the 2001 Joint Session, Professor Ayers raised a number of objections to the disjunctive theory of perception. However in his reply, Professor Snowdon protested that Ayers had failed to adequately engage with the disjunctivist's position. This apparent lack of engagement suggests that the terms of this debate are not as clear as they might be. In the light of this, the current paper offers a way in which we might shed light on the underlying nature of the dispute between disjunctivists and non-disjunctivists, and following this, goes on to recommend ways in which the debate might then be taken forward.     

故事图式在故事理解中加工机制的初步实验研究

本实验利用两种不同回忆方式、两个双情节故事和小五、高一和大二共120名被试,初步研究了故事图式在故事理解中的加工机制。结果表明:(1)故事图式的加工机制主要表现为两级剪辑,特别是二级剪辑;(2)故事图式可以通过一定的方式来处理无关信息;(3)故事图式中与故事语法各类节点相对应的加工单元的力量是不同的,且因年龄而异。     

故事阅读中句子加工时间与理解的研究

被试是３０名大学生,实验材料为两个双情节故事。实验采用计算机按键计时的方式进行,每个故事一句一句地呈现在计算机屏幕上,每读完一句就按一下空格键,读完一个故事就马上回忆。实验结果表明：阅读时间呈现出一种递减模式,回忆量呈现出一种波浪模式,而且回忆量不受阅读时间的影响。     

儿童早期数学认知能力的结构及其特点

从北京市10所幼儿园中选取234名3、4岁的儿童为被试,采用个别测查的方法对儿童早期数学认知能力的结构及其特点进行了考察。经验证性因素分析发现：(1)儿童早期数学认知能力的结构模型是合理的,可接受的,具有较好的构想效度,具体讲,数、计算、测量、空间／几何和模式认知能力五个维度共同解释着儿童早期的数学认知能力;(2)不同年龄儿童早期数学认知能力的结构具有稳定性,但是结构模型并不完全一致,某些项目的解释率有所不同;(3)男、女儿童早期数学认知能力的结构模型具有一致性。