Concept Formation and Concept Grounding

Recently Carrie S. Jenkins formulated an epistemology of mathematics, or rather arithmetic, respecting apriorism, empiricism, and realism. Central is an idea of concept grounding. The adequacy of this idea has been questioned e.g. concerning the grounding of the mathematically central concept of set (or class), and of composite concepts. In this paper we present a view of concept formation in mathematics, based on ideas from Carnap, leading to modifications of Jenkins’s epistemology that may solve some problematic issues with her ideas. But we also present some further problems with her view, concerning the role of proof for mathematical knowledge.     

成人与中学生科学概念形成过程的四个对比实验

以一组非人工的、自然的科学概念(“反作用力”、“机械能守恒”、“熵”和“场”)为学习内容,分别以成人和中学生为被试,实验研究成人和中学生科学概念形成过程的异同。结论如下：(1)成人与中学生科学概念形成过程均分为振荡渐进期、高原期和突变期。(2)成人的振荡渐进期较长;中学生的振荡渐进期较短且振荡特征比较明显。(3)成人的高原期出现较晚,但持续较长;中学生的高原期出现较早,但持续较短。(4)中学生的突变期的跨度随概念的抽象程度提高而越来越大。     

教学条件下中学生物学概念形成的实验研究

本实验借助假设检验模型对学生在习得条件下生物学概念形成过程进行探究,实验结果表明:1、学生生物学概念的形成存在高起点、缓增长、平台振荡的特点,没有突破现象;2、探究教学更有利于概念的形成.尤其利于发掘学生后程的学习潜力;3、学生对概念的掌握可能存在一个统计学意义上的阈值,相同条件下探究教学比讲授法较更利于学生达到该阈值.     

The Effects of Emotionality on Concept Formation

The effects of three levels of cognitive tuning (transmission, reception, and no-set) on the free recall of clustered and unclustered word lists were investigated with the use of three ratio measures: proportion of words correctly recalled, number of runs of clusters out of the number of possible runs, and number of clusters utilized over the number of words recalled. Subjects included 99 female undergraduates enrolled in an introductory psychology course. The results supported a cognitive structure as opposed to a motivational interpretation of the tuning set phenomenon. Receivers, being tuned for sorting information into broad categories, recalled a greater number of words, scored lower on the ratio of runs, and used smaller ratios of clusters to words than transmitters who tuned in cognitive structures designed to process discrete bits of information.     

物理概念图试题的评分方法

详细介绍了运用知识编码对物理概念图试题进行评分的具体方法,并对物理概念图试题的难度、区分度、信度和效度进行了检验,计算了物理概念图试题与传统物理题型共同组成的期末物理测验的信度,说明依据知识编码评定物理概念图试题分数,是一种行之有效的评分方法,按照知识编码评定物理概念图试题的分数使物理概念图试题成为一道高质量的试题。     

Effects of Computer-Based Fluency Training on Concept Formation

This study provides a preliminary analysis of how the techniques of fluency training can be combined with systematic concept instruction to improve the learning of complex verbal concepts. Fluency techniques, which require the learner to respond accurately at high rates, have typically focused on definition learning when teaching concepts. Instructional psychologists, however, recommend multiple exemplar training for conceptual instruction. To examine this issue, 41 undergraduate students completed a computer-based instructional module on logical fallacies. Participants were assigned to one of four groups, with the modules for each group differing only in the type of practice provided—either fluency or practice with either examples or definitions. Examination of posttest scores revealed significantly higher scores for participants in the examples groups than those in the definitions groups, but low experimental power prevented a clear conclusion to be drawn about differences between the fluency and practice groups. Implications of results and several methodological issues relevant to this area of research are discussed.     

关于高级内隐认知研究方法的一点浅见

本文对加工分离程序应用于高级内隐认知加工的可能性作了论证,并以内隐学习研究为例,进行了实验检验,证明其切实可行.     

一个科学概念形成过程的初步实验研究

1　前言　　由Ｌ .Ｂｏｕｔｈｉｌｅｔ所首创的假设检验模型 (ＴｈｅＨｙ ｐｏｔｈｅｓｉｓｔｅｓｔｉｎｇｍｏｄｅｌ)认为 :在概念的形成过程中 ,概念的学习者作为一个问题的积极解决者出现。学习者不断地产生和检验假设 ,这些假设都是关于确定概念属性的规则和方式 ,每一个成功的假设都通过运用它把事物分为可以作为概念的例子或不可作为概念的例子两类而得到检验。无论何时 ,一个不能成功分类的假设就会被抛弃 ,而一个新的假设就会产生 ,直到正确的假设被发现为止。多年来 ,这种假设检验模型已被许多研究者的研究所支持。科学概念形成的…     

The Higher Structural Phases of Concept Formation of Children

By means of a 2 × 2 × 4 way analysis of variance, modified when needed, the self-disclosing ability (as measured by the Jourard Self-Disclosure Questionnaire) of freshman college students from divorce and nondivorce homes was analyzed. The results of the study provide evidence that, generally, a person from a female-based home of the divorce type does not disclose the self any more or any less than a person from a nondivorce home situation. Also, the father does not play a major role in determining or directing the self-disclosure process of his children.     

"面子"的定义及其功能的研究综述

面子是一个本土社会心理概念。有关面子的研究主要集中在两个方面,一是关于面子定义的探讨,二是关于面子功能的分析。本文对面子的相关研究做了综述,并进行了简要评价。     

Theological Education on the Web: A Case Study in Formation for Ministry

Theological education has traditionally required students to come together in real (and often residential) communities and to learn in classroom settings with face–to–face teaching. Until recently, this model alone has been thought to provide the opportunity for the development of personal knowledge and the formation of character necessary for those engaged in professional ministry. This paper outlines a research project on the use of the Web in theological education, using an introductory course in biblical studies, offered for the first time this year in an online environment through the University of Exeter. The course is designed to enable the creation of a virtual community where personal theological formation is fostered. This paper describes the design of the course, analyzing the complex competencies required in terms of goals and outcomes, and identifying issues for further research. It provides some preliminary results, with an eye to making recommendations for future curriculum development.     

A Longitudinal Study of Piaget's Developmental Stages and the Concept of Regression I

Analysis of 65 children, ages 5-9, followed longitudinally over a four year period with tests of operational and causal thinking offers support for Piaget's notions of constant, irreversible succession of stage progression. By Grade II (ages 7-8) the majority of children had attained the terminal stage on all but 2 of the 9 tests given. By Grade III terminal stages had been achieved for all tests although progress was comparatively slowest on tests measuring causality. True regression was found in only 6.5% of the total number of regressions which is less than 1% of the total possible number of regressions. The highly regressing children were not less intelligent (WISC) than those who showed few or no regressions.     

张载思想的“象”概念探析

"象"是张载哲学体系中重要的概念,有物象和心象两层涵义。物象表示"气"的形下的显现形式,为感官对象,不仅包括有形,还包括无形之象。心象表示"气"在意识中的显现形式,为思维对象,包括意识内容中的虚、理等形上概念。物象与心象作为同一物"气"的两种不同显现方式,都是"气"之"象",从而统一了形下与形上,是理解张载"气"论哲学体系的关键枢纽,具有深刻的理论意义。     

幼儿面子谎行为与面子意识研究

本文研究了幼儿的面子谎行为和面子意识。被试为幼儿园大班幼儿60名(平均年龄5．72岁),中班60名(平均年龄4．74岁),小班40名(平均年龄3．75岁),面子谎行为通过幼儿评画行为测得,而面子意识则通过评价说面子谎故事获得。实验结果表明：大班、中班幼儿明显具有面子谎行为,但两年龄组的幼儿面子谎行为的发生率没有显著差异,小班幼儿没有面子谎行为;幼儿面子意识基本上不存在。说明幼儿面子谎行为的发展远远先于面子意识的形成。     

领导人员选拔考试方法研究

考试在我国新时期领导人员选拔中起着很重要的作用。本文从如何进一步加强考试方法的研究做了一些探讨,并提出提高领导人员选拔考试水平的方法,即丰富考试方法,提高考试方法的信度和效度,提高考试命题的质量,加强对考试成果的分析等。     

A Threshold Task to Determine Help-Seeking for Deliberate Self-Injury: a Proof of Concept Study

Journal of Psychopathology and Behavioral Assessment - Those engaging in deliberate self-injury have low rates of help-seeking (HS) behaviour. There is a lack of a consolidated theory of HS and...     

斯宾诺莎宗教概念研究

斯宾诺莎的宗教概念是斯宾诺莎主义的重要方面。这一少有人作专门研究的宗教概念应当受到关注,这对于我们的斯宾诺莎研究的深入是绝对必要的;对于我们的今日宗教问题的思考亦绝非无益。本文拟从斯宾诺莎的著作出发,考察其宗教概念的特有内涵和本质,并对它作出应有的历史定位。