基于计算机的反馈复杂性和先前知识对学习的影响

采用两因素实验设计探索计算机环境下精细反馈的复杂性和先前知识对学习的影响。106名具有高或低先前知识的大学生被随机分配到线索和详细解释两种复杂程度不同的反馈条件下进行学习,在学习过程中和学习结束之后分别测量学习者对反馈内容的外在认知负荷评价、迁移成绩、反馈知觉和动机。结果发现:(1)反馈复杂性只影响低先前知识者的学习迁移,他们在详细解释条件下的迁移成绩显著高于线索条件。高先前知识者的迁移成绩高于低先前知识者。(2)反馈复杂性和先前知识都显著影响学习者对反馈内容的外在认知负荷评价,详细解释条件引发了更低的外在认知负荷,高先前知识者感知到更低的外在认知负荷。(3)先前知识影响学习者的反馈知觉,高先前知识者的反馈知觉更好;但反馈复杂性只影响低先前知识者的反馈知觉,他们在详细解释条件下产生了更好的反馈知觉。(4)反馈复杂性和先前知识促进学习者的动机。     

样例影响运算性程序知识学习迁移的研究

１问题提出现代认知心理学家Ｊ．Ｒ．Ａｎｄｅｒｓｏｎ等人提出的相同要素迁移理论,被认为是当前程序性知识学习迁移研究领域中最具代表性的理论观点。他们认为迁移的本质是以产生式（“条件──动作”对）为基本单元,通过知识编辑机制来实现的。陈述性知识（它以样例等其它形式呈现出来）可以通过弱方法获取,当这些弱方法问题解决法以某种解释形式作用于陈述性知识时,产生的问题解决行为是缓慢的,且容易犯错;既然所有的行为（认知的与物理的）都在程序式记忆的控制之下,那么技能行为就需要将这些速度缓慢的解释程序转变为特定领域的…     

文章阅读对写作的结构映射迁移的实验研究

探讨从阅读到写作过程中所阅读文章的结构对写作的迁移效果.包括两个实验.实验1探讨先前阅读的文章结构对写作的迁移效果,结果表明,先前阅读文章的结构对写作有迁移作用,阅读结构相同的文章篇数越多,对写作的迁移效果越明显;阅读两篇结构不同的文章,写作时易受后一篇文章结构的影响.实验2探讨在有无提示条件下,阅读文章的结构对不同年级学生的写作的迁移效果,结果表明,是否有提示对高年级影响不显着,而对低年级影响非常显着.本研究证明,文章阅读领域也存在着Gentner的类比结构映射效应,源文章结构越清晰,被试把握文章结构的能力越强,这种类比结构迁移的效应就越明显.     

王清任的脑髓说及其哲学贡献

１脑髓说的论证脑髓说的基本观点是：“灵机记性在脑不在心”,否定了心是思维器官的传统错误观点。这在医学史上,是一个重大进步。这一进步思想,是王清任在毕生从事生理解剖研究和医学实践的基础上产生的,是针对《内经》“心主神明”理论的。《内经》说：“心者,君主...     

意义程度不同的对偶材料迁移效果的实验研究

通过两个对偶学习实验探讨了对偶材料的意义性对两种类型的迁移效果的影响 ,即刺激相同、反应不同的迁移类型和刺激不同、反应相同的迁移类型。从广州华南师范大学低年级随机选出 5 6名大学生 ,采取组内设计 ,自变量分无意义词对、抽象词对、具体词对三种水平 ;要求每名被试依次完成三种水平全部学习。依据前后学习成绩之差 ,考察三种水平下迁移效果的变化。结果表明 :当对偶材料意义性逐渐增大时 ,在刺激相同、反应不同的条件下 ,产生负迁移的程度逐渐增大 ;在刺激不同、反应相同的条件下 ,产生迁移的效果不受影响。     

对三种认知迁移理论的述评

本文介绍了80年代以来,认知心理学家提出的三种新的迁移理论:图式理论、共同要素理论和元认知理论。通过分析这三种理论所强调的影响迁移因素,本文指出:单纯强调内部因素(图式理论和元认知理论),或者单纯强调外部因素(相同要素理论),都不能对迁移的机制作出合理的解释;为了全面、完整地揭示迁移的机制,应综合考虑内部和外部两类因素的影响。     

影响学习迁移的几个因素的实验研究

针对前人较多地从学习材料本身的特点或学习者的心理特点出发去孤立地考察对学习迁移的影响这一现象 ,本研究试采用代数运算材料 ,系统地探讨了学习材料的相同要素和学习者概括化认知过程两者之间的内在关系 ,并将相同要素进一步区分为表述形式相似和内在原理相似。旨在对较为复杂的认知学习中迁移的影响因素做更深入的考察。结果表明 :①概括化和相同要素对学习迁移的影响依然存在 ,但需作具体分析。其中 ,前者应成为影响学习迁移的更重要因素。②在学习材料的相同要素中 ,实质上对迁移起作用的是内在原理相似性 ;而表述形式相似性不起主要作用。③概括化因素和内在原理相似性因素之间的交互作用对学习迁移影响极大。     

辩证法的核心是对立的统一还是否定的否定

肖焜焘同志的长篇论文《关于辩证法科学形态的探索》(见《中国社会科学》1980年第2期),内容广泛,有不少有见解的思想,读后深受启发。但是其中有一些理论观点,是值得商榷的。比如:文章说马克思、恩格斯、列宁都认为否定问题是深入了解辩证法的关键;否定是发展的源泉;把辩证法三大规律联成一体的是否定的否定等等。意思是说,唯物辩证法的核心就是否定的否定。对此,我有些不同的理解。下面就来谈谈我对这个问题的认识。     

中华传统美德整体性研究三十年述评

20世纪90年代以来,伴随着学界对传统伦理文化的态度由先前长期否定批判向批判继承的整体性转变,有关中华传统美德的研究进入了一个全新时期。在跨越两个世纪近三十年的研究过程中,来自不同学科的学者从不同视角对中华传统美德给予了持续性关注,形成诸多富有启发性的重要观点。全面梳理和分析相关研究呈现的重要观点和基本特征,对构筑民族精神家园、培育和践行社会主义核心价值观、实现优秀传统文化的创造性转化和创新性发展有着积极的理论和现实意义。     

先前知识经验对远距离水平映射规则内隐学习的限制

先前研究发现远距离规则能够被内隐地习得和迁移,表明内隐学习获得的知识是底层的抽象规则,那么这一抽象规则的习得和迁移是否会受到先前知识经验的限制?研究采用汉语声调的远距离水平映射规则为材料,通过创设不符合平仄知识经验的任意声调水平映射规则,在控制组块和重复结构等表面特征的条件下,探讨先前知识经验是否限制了远距离水平映射规则的内隐学习和迁移。结果发现相对于符合平仄知识经验的汉语声调水平映射规则,被试不能够内隐地习得和迁移任意声调的水平映射规则,表明先前知识经验在远距离水平映射规则内隐学习过程中发挥着重要作用。     

On the whats and hows of retrieval in the acquisition of a simple skill.

Two general views on the role of memory in cognitive skills--an instance-based theory and an associative perspective--were compared with respect to their general assumptions about the information involved and the processes that operate on that information. Characteristics of memory information were examined in terms of predictions for transfer to various stimulus forms as a function of 2 types of learning conditions. Characteristics of memory processes were examined using a set of general process models. Results of 4 experiments indicate that (a) neither theoretical perspective was capable of accounting for all the observed transfer effects, indicating needed refinements to informational assumptions, and that (b) 1 class of process assumptions was consistently supported, whereas other classes were consistently contradicted, indicating a general set of process characteristics that can be used in further model development.     

语词遮蔽效应的研究及其理论

语词遮蔽效应（verbal overshadowing effect,VOE）是指语词化描述对非语言认知的阻碍效应。研究者发现影响语词遮蔽效应的因素有：时间因素、言语描述任务、分心任务、再认测验、个体差异等。现有的有关语词遮蔽效应的解释理论有三种：记录干扰理论、不合适的加工转换迁移理论和标准转换理论。未来的研究应着重探讨言语描述影响了知觉内容还是提取线索等内容     

Aversive workplace conditions and absenteeism: taking referent group norms and supervisor support into account

Past research reveals inconsistent findings regarding the association between aversive workplace conditions and absenteeism, suggesting that other, contextual factors may play a role in this association. Extending contemporary models of absence, we draw from the social identity theory of attitude-behavior relations to examine how peer absence-related norms and leader support combine to explain the effect of aversive workplace conditions on absenteeism. Using a prospective design and a random sample of transit workers, we obtained results indicating that perceived job hazards and exposure to critical incidents are positively related to subsequent absenteeism, but only under conditions of more permissive peer absence norms. Moreover, this positive impact of peer norms on absenteeism is amplified among employees perceiving their supervisor to be less supportive and is attenuated to the point of nonsignificance among those viewing their supervisor as more supportive.     

Another psychobiological view of sexual differentiation

The major psychobiological theory of sex differences is based on the hypothesis that hormones induce sex differences in neural organization. Hormonally masculinized or feminized brains are thought to underlie subsequent behavioral sex differences. This theory and the constructs, arguments, and evidence used in its support are closely examined. Some conceptual problems with widely used arguments are identified and discussed. Behavioral, physiological, and anatomical evidence from studies of animal sexual behavior is reviewed. It is concluded that the evidence fails to support generally accepted views that early hormones affect behavior through direct effects on brain differentiation and that behavioral differences must be located in the brain. It is argued instead that hormones coact and interact with other factors throughout development, that brain differences may result from as well as cause functional differences, and that hormone-based sources of sex differences may be located throughout the body and in the social surround. Directions for new research are suggested and implications for interpretation of human sex differences are discussed.     

Philosophy of Mathematics in the Warsaw Mathematical School

The aim of this paper is to present and discuss the philosophical views concerning mathematics of the founders of the so called Warsaw Mathematical School, i.e., Wac?aw Sierpiński, Zygmunt Janiszewski and Stefan Mazurkiewicz. Their interest in the philosophy of mathematics and their philosophical papers will be considered. We shall try to answer the question whether their philosophical views influenced their proper mathematical investigations. Their views towards set theory and its rôle in mathematics will be emphasized.     

Oh death,where is thy sting? Reflections on dealing with dying patients

This paper examines the reactions of physicians and other health-professionals when they become involved in decisions about the death of their patients. The way people understand the condition of death has a profound influence on attitudes towards death and dying issues. Four traditional views of death are explored. The problem that physicians have in helping patients die (be it by hastening death through pain control, assisting patients in suicide or by more active means) is analyzed. Physicians, in dealing with such patients, must be mindful of their own, and their patients beliefs as well as mindful of the community in which such dying takes place. They must try to reconcile these often divergent views but can neither paternalistically deny patients their rational will, hide themselves behind an appeal to the law or go against their own deeply held moral views. When such views cannot be reconciled, compassionate transfer to a more compatible physician may be necessary.     

A theory of learning and transfer: II

The theory of discrimination learning developed in Part I of this paper is extended to more complex learning situations such as those used for differentiating relative from absolute habits. The greater difficulty of learning an absolute discrimination than of learning a relative discrimination is predicted. The theory is also extended to cover cases of transfer. It predicts that under the ordinary training conditions transfer to new stimulus situations will be on a relative basis, and it predicts the type of transfer to be expected under other training conditions. A number of additional established facts of learning and transfer can be deduced from the theory. Methods of testing the adequacy of the theory by new and more crucial experiments are suggested.     

Implicit Theories of Common Health Conditions Held by Indian Social Workers and Students

Social work is viewed as a change-related profession. However, little is known about social workers’ own beliefs about change. To understand this, we used the implicit theory paradigm to compare theories about various health conditions held by social workers, social work students, and undergraduate students from Bombay, India (N = 352). The participants had to assess the possibility of change in four health conditions: cancer, tuberculosis, depression, and mental retardation. We predicted that social workers whose professional education involves concepts such as Person-in-Environment would display more incremental views of these conditions than students – namely that they are modifiable. Our predictions were supported for the following conditions: cancer, tuberculosis, and depression. These incremental views were neither related to age nor years of professional experience. Though we expected that the extent to which participants believed these health issues to be amenable to change would influence their support for a small personal tax, our findings did not bear this out. We explore the possible reasons for our findings and discuss their implications for health communication in India as well as for social work education.     

“说出即相信”效应的影响因素和理论解释

在人际沟通中, 沟通者向听众态度方向调整关于目标人物的信息, 并且随后沟通者对目标人物的记忆和评价也会出现相应的偏差, 这就是“说出即相信”效应。“说出即相信”效应的影响因素包括沟通目的、反馈、沟通者与听众的关系、求知需求、沟通者的人格特征等。研究者用基本信息过程、认知失调理论、分享现实理论等来解释这一效应。未来的研究可以将这一效应推广到群体领域, 完善理论机制并开展更多的应用研究。     

视觉的知觉-动作双系统理论中的论争

视觉的知觉-动作双系统理论认为,视觉的腹侧和背侧通路是两个独立系统,功能分别为表征世界和指导动作,相对应的视觉加工是彼此分离的。有关两条通路之间关系的其他观点可归结为两类：一类否认这种分工,另一类强调两个系统能相互影响。首先评述各种理论的核心问题、实验证据和贡献,进而分析视觉加工发生在一个特定系统的条件,得出的结论是：两个系统之间的功能划分是相对的,并因此导致了视觉加工的多变性。