An Experimental Analysis of Operant Learning in the Parakeet

Twenty-five parakeets were used as subjects in a study involving food-rewarded operant learning. The parakeet behaved essentially in the same way as other birds (Leghorn chicken, Wyandotte chicken, pigeon, quail, turkey, etc.) with respect to number of rewarded reactions to criterion and percentage of animals learning. Parakeets, however, learned significantly faster than all other birds. These findings have implications within the framework of evolutionary comparative learning hypotheses.     

An Experimental Study of Thorndike's Theory of Learning

Cattell, Raymond B. Personality: A Systematic, Theoretical, and Factual Study. New York: McGraw-Hill, 1950. Pp. 689. Reviewed by Percival M. Symonds.     

A Critique of Six Measures for Assessing Creativity

Tests and measures of creativity are critical instruments guiding educators in identifying highly productive individuals capable of contributing insightful and far reaching solutionsto ourproblem ridden civilization. This paperanalyzesand critiques six popularlyused measures ofcreativity: 1) The Torrance Test of Creative Thinking by E. Paul Torrance (1966); 2) The Creativity Assessment Packet by frank Williams (1980); three subtests of divergent production of the 3) Structure ofthe Intellect Learning Abilities Test by Mary Meeker; 4) Thinking Creatively With Sounds and Words by E. Paul Torrance, Joe Khatena and Bert F. Cunnington (1973); 5) Thinking Creatively In Action and Movement by E. Paul Torrance (1981); 6) Khatena-Torrance Creative Perception Inventory by Joe Khatena & E. Paul Torrance (1976). Reviewed through personal observation and published literature, these tests reveal a capacity as partial measures of divergent and productive thinking. Findings indicate that updating and upgrading of several tests with thought toward key constituent factors of the creative process would be qualitatively beneficial to test design. Harnessing creative potential is a main concern of educators hoping to prepare America's youth for a fast paced and rapidly changing existence. The questions at the heart of this concern: what creativity is, what constitutes creative thinking, and what the creative individual is like, have given birth to many tests and biographical checklists. Understanding the dimensions ofcreativity is difficult at best, and assessing it through tests or biographical checklists is even more problematic. Through direct examination and a review ofthe literature, this paper critiques six such measures for validity, reliability and utility. Those measures included: the Creativity Assessment Packet (CAP), the Torrance Test of Creative Thinking (TICT), Thinking Creatively in Action and Movement, Thinking Creatively with Sound and Words, Khatena-Torrance Creative Perception Inventory, and three divergent thinking subtests ofthe Structure of Intellect Learning Abilities Test (SOl-LA).     

复杂规则内隐学习机制的实验研究

本研究利用传统的概念形成实验,在内隐指导语下进行实验,试图检验概念形成中的内隐学习效应,并讨论概念复杂程度与内隐学习效率之间的关系,从而初步探讨复杂规则获得中的“内隐表征”机制。我们的基本假设是：概念形成中的内隐学习是对具体刺激特征的表征过程;内隐学习只能一定程度上掌握复杂规则中的一部分。     

Experimental Philosophy: A Methodological Critique

This article offers a critique of research practices typical of experimental philosophy. To that end, it presents a review of methodological issues that have proved crucial to the quality of research in the biobehavioral sciences. It discusses various shortcomings in the experimental philosophy literature related to (1) the credibility of self‐report questionnaires, (2) the validity and reliability of measurement, (3) the adherence to appropriate procedures for sampling, random assignment, and handling of participants, and (4) the meticulousness of study reporting. It argues that the future standing of experimental philosophy will hinge upon improvements in research methods.     

马克思主义宗教批判思想之辨析

马克思主义的宗教批判思想,实质上是19世纪以来越来越鲜明的世俗化过程中反叛宗教神学的一种极端形式。不能从唯物主义世界观直接推出信仰层面的无神论,马克思新唯物主义以及唯物史观形成,同时也是对无神论的明确的扬弃。马克思对宗教持激进的批判与否定态度,至于把这样的态度解读为宗教精神的再度复活,其实是引伸开来的思想,同马克思本人的宗教批判思想无关。马克思的宗教批判从宗教产生的经济与政治关系入手展开对宗教及其社会现象的意识形态批判,也是一种宗教社会学。马克思的社会概念以及社会主义,意在通过从哲学到共产主义实践的转变成为无神论时代社会共同体的新的信仰,但涂尔干与韦伯则以不同的的方式证明了现代性社会的信仰及其认同依然是诉诸于宗教理解方式。如何面对现代世界宗教现象的多样性与复杂性,是马克思主义宗教批判思想面临的难题。     

引发小学生学习中逆反心理原因的实验研究

小学生学习中出现逆反心理是一种极为普遍的社会心理现象。了解引发小学生学习中产生逆反心理的原因对克服小学生逆反心理,提高学习效率具有现实意义。本研究发现取消感兴趣的活动、过度要求、剥夺自主性,厌倦情绪都会明显引发小学生学习中的逆反心理。     

对学业不良学生进行小组辅导的实验研究

本研究通过小组辅导的形式对学业不良学生进行学习心理辅导,帮助他们开发自身的学习潜能,提高学习适应性和学习效果。实验结果表明．小组辅导活动是帮助学业不良学生提高学习适应性和学习效果的一条重要途径。     

An Ontological Critique of the Trans-Ontology of Enrique Dussel

Enrique Dussel has developed a sweeping philosophical critique of the eurocentricity of Western habits of thought and action, with the aim of articulating an ‘ethics of liberation’ that takes the part distinctively of ‘the victims’ of the world system. The heart of Dussel’s effort is an ostensibly new method, ‘analectic’ or ‘anadialectic,’ which comes about through the ‘revelation’ of the other, and goes beyond the self-enclosure that, Dussel asserts, typifies dialectic in Western ontology. Thus, he takes his position to have gone beyond ontology: it is a trans-ontology, a genuine meta-physics. I question whether analectic does go beyond Western thinking of being, and propose an ontological critique that is classically Western or, as I would prefer to say, historically Western yet (along with its analogues in other philosophical traditions) classically relevant even in our ‘age of globalization and exclusion.’     

Cross‐Situational Learning: An Experimental Study of Word‐Learning Mechanisms

Cross‐situational learning is a mechanism for learning the meaning of words across multiple exposures, despite exposure‐by‐exposure uncertainty as to the word's true meaning. We present experimental evidence showing that humans learn words effectively using cross‐situational learning, even at high levels of referential uncertainty. Both overall success rates and the time taken to learn words are affected by the degree of referential uncertainty, with greater referential uncertainty leading to less reliable, slower learning. Words are also learned less successfully and more slowly if they are presented interleaved with occurrences of other words, although this effect is relatively weak. We present additional analyses of participants’ trial‐by‐trial behavior showing that participants make use of various cross‐situational learning strategies, depending on the difficulty of the word‐learning task. When referential uncertainty is low, participants generally apply a rigorous eliminative approach to cross‐situational learning. When referential uncertainty is high, or exposures to different words are interleaved, participants apply a frequentist approximation to this eliminative approach. We further suggest that these two ways of exploiting cross‐situational information reside on a continuum of learning strategies, underpinned by a single simple associative learning mechanism.     

Australian Consequentialism: An Australian Critique

Theoretical Medicine and Bioethics -     

数学日记对数学学习有效性的实验研究

本研究对高中数学学科进行实验研究,以探讨数学日记对主观数学学习效能感与客观数学成绩的影响.结果显示数学日记能显著提高学生的数学学习效能感,有助于数学学习成绩的提高,尤其对数学差生更具有显著作用;同时数学日记还能使学生对数学学习的信念与数学学习的实效协调起来,获得一致性效应.结论是数学日记能使学生形成一种有效性的学习.     

人工语法中的内隐学习实验研究

用Reber等人发明的人工语法和人工语法学习程序,研究在复杂规则学习中的内隐学习与外显学习过程.实验结果发现内隐学习中启动效应存在,内隐学习效应明显,支持Reber等人提出的内隐学习理论;对内隐记忆与外显记忆关系的研究,支持杨治良等(1998)提出的内隐和外显记忆的"钢筋水泥"结构性模型的假设.     

小学生数学示例学习的信息加工过程实验研究

该研究试图让小学生通过示例学习的方式学习小数乘小数知识。口语报告分析及后测表明,小学四年级学生已具备示例学习的能力。实验还通过口语报告的个案分析,揭示示例学习的信息加工过程,并探讨了经过改进的口语报告分析法的应用问题。     

汉字学习对儿童思维发展影响的实验研究

汉字是一种与拼音文字不同的表意文字,它具有较强的图形特征,整体性和形象性突出,给人以直观的感觉。汉字学习是一项复杂的活动,不仅要分别认记形、音、义这3个因素,特别是字形本身的结构关系,还要建立形、音、义三者之间的统一联系,而且在信息处理匕兼有“形码”和“声码”两种加工方式。汉字的这些特点以及认知汉字的独特方式,必然会对学习主体的心理产生特殊的影响,而这种特殊的影响可能从儿童学习和使用汉字开始就发生。因此．从发生的角度去探讨汉字学习对儿童思     

An Ecological Critique of the Sensory Conflict Theory of Motion Sickness

In this article we present a critique of the sensory conflict theory of motion sickness. We discuss three forms of sensory conflict that are believed to exist: input conflict, output conflict, and expectancy violation. We argue that any concept of sensory conflict necessarily entails the violation of internal expectations and, hence, that the three forms of conflict are logically identical. In the motion sickness literature, it is implicit that the expected pattern is one in which the inputs of the visual, vestibular, and somatosensory systems are redundant. We argue that an expectation of redundancy cannot plausibly result from interaction with the environment. We review data indicating that nonredundant patterns of intermodal stimulation lead to adaptive changes in the control of behavior; this implies that the calculation of nauseogenic conflict must be unrelated to the control of behavior. Moreover, we argue that no single pattern of sensory stimulation, redundant or otherwise, can serve as a reliable standard or expecta- tion for the calculation of sensory conflict. We conclude that there is no principled basis on which the conflict theory can distinguish between nauseogenic and nonnauseogenic situations. It follows that the concept of sensory conflict cannot provide a theoretical explanation for the existence of motion sickness. We review data suggesting an important role for the control of behavior in the etiology of motion sickness. This suggests a new basis for understanding the phenomena of motion sickness.     

Karl Barth on the Ascension: An Appreciation and Critique

This exposition of Barth's doctrine of the ascension in Volume IV of the Church Dogmatics –'one of the major works of ascension theology'– begins by highlighting some central themes in representative patristic and modern discussions of the ascension and then provides a close and critical reading of the Dogmatics . Of special interest are questions regarding Barth's understanding of the specificity of the Christ-event, the structure of his doctrine of reconciliation, the relation of ontology and soteriology, and the function of the doctrine of the ascension in a thoroughly a posteriori theology.     

学习困难学生排除理解障碍的实验研究

选取62名学习困难学生和63名优生为被试,以回视作为阅读元认知调节的指标,对学习困难学生的排除理解障碍策略的应用进行了实验研究。结果表明:(1)学习困难学生的回视可分三种类型,即记忆型、理解型和检查型回视;(2)在有无元认知回视上,优差生之间存在十分显著的差异,优生具有更多的元认知回视;(3)元认知回视组的成绩十分显著地优于记忆型回视组及无回视组。