不同的文化，不同的合理性

P．温奇的著名论文《认识原始社会》提出了一些深层次的难题，并提供了深奥复杂的答案。这是一篇受到维特根斯坦思想启发的哲学论文。在这里，我将重新回到温奇的质疑上，并通过思考当前影响深远的两名人类学家M．萨林斯和G．奥贝塞克之间不同观点的争论，最终对温奇的回答作出评价。     

Different Worldviews Explain Perceived Effectiveness of Different Employment Tests

A representative sample of (n = 439) adults in the United States responded to questions about the usefulness of tests of cognitive ability and conscientiousness, along with questions about their beliefs in free will and (scientific) determinism. As hypothesized, belief in scientific determinism predicted perceived usefulness of a cognitive ability test and belief in free will predicted the perceived usefulness of a test of conscientiousness. In a subsequent experiment (n = 337), people watched TED‐style talks emphasizing either the importance of talent or the importance of hard work for success. People who watched the talk emphasizing talent scored higher on scientific determinism. Those who watched the talk emphasizing hard work scored both higher on free will and lower on scientific determinism.     

Different emotional lives

Cultural differences in daily emotions were investigated by administering emotion questionnaires four times a day throughout a one-week period. Respondents were American students, Japanese students living in the United States, and Japanese students living in Japan. Americans rated their emotional lives as more pleasant than did the Japanese groups. The dimension of emotional pleasantness (unpleasant-pleasant) was predicted better by interdependent than independent concerns in the Japanese groups, but this was not the case in the American group where the variance predicted by interdependent and independent concerns did not significantly differ. It is argued that cultural differences in the concerns most strongly associated with pleasantness are related to differences in ideals, norms, and practices of what it means to be a person. Cultural differences in the concerns are assumed to implicate differences in the nature of emotional experience.     

双语脑的研究:不同的语言是否有不同的皮层机制?

随着认知神经科学技术的发展,研究者对“不同语言是否有不同的大脑皮层机制?”这个问题的研究也进一步深入。一系列的神经心理学和脑成像研究表明,语言获得的时问、流利程度、获得方式等都可能成为影响语言的皮层机制的因素。     

Teaching Different Tasks Using Different Stimuli in a Heterogeneous Small Group

The effectiveness of a simultaneous prompting procedure was evaluated in a heterogeneous small group using different tasks and different stimuli for each student. Participants included four middle school students whose functioning levels ranged from typically developing to moderate and severe disabilities. A multiple probe design across behaviors and replicated across students was used. Observational learning maintenance, and generalization also were assessed. Results indicate that the procedure was successful in teaching all four students their targeted stimuli as well as some of the non-targeted stimuli (i.e., observational learning). Students maintained and generalized their information with a high degree of accuracy. Limitations of the study and future research implications are discussed.     

Motives and Values to Achieve: Different Constructs With Different Effects

ABSTRACT Motives to achieve and values associated with achievement were conceptualized as distinct and independent personality constructs, one nonconscious, the other conscious, each predictive of a different type of achievement-related behavior It was hypothesized that (a) motive and value measures would be uncorrelated, (b) motives would predict “operant” or spontaneous behaviors while values would predict “respondent” or stimulus-driven behaviors, and (c) motives and values would interact such that subjects with high values relating to achievement would perform better than those with low values, but only when their motives were also high Hypotheses (a) and (b) were strongly supported m two studies, and Hypothesis (c) was supported in Study 2 In that study, the motive for achievement was a particularly strong predictor of operant math performance among those subjects who valued achievement as opposed to affiliation The findings suggest that nonconscious (motive) and conscious (value) measures are both useful in different cases–the former for predicting “real” (doing) activity, the latter for predicting self-report (thinking) responses Questions concerning how motives and values might combine to predict different kinds of behavior are addressed     

大学生对医学教育环境知觉的年级差异

采用英国Dundee大学开发的DREEM量表,对我校医学教育环境进行测量,发现学生对医学教育环境知觉的规律性变化:学生的学习知觉随着年级增加而降低;学生的学术自我知觉随着年级的增加而增加;随着年级的增加,学生的考试作弊倾向也有所增加等,并有针对性地提出应对措施.     

关于正义的不同认识

“正义”(justice)是西方政治哲学中的一个核心概念,与“公正”基本同义。时至今日,对它的理解主要经历了三个不同的认识发展阶段,即从苏格拉底、柏拉图、亚里士多德对正义的肯定性的原初认识,到霍布斯对正义的否定,再到罗尔斯在社会契约论基础上对正义的新的肯定。一关于正义的原初认识最早开始思考正义问题的是苏格拉底,而最早比较完整地界定正义范畴的是柏拉图。他在其著名论著《理想国》一书中,明确地将正义规定为每一部分都各司其职,不介入其他部分的事务。在柏拉图那里,正义者最终被证明是哲学家。生意人和武士即使在正义城邦中也不真…     

利/害条件下归纳推理的心理效应分离

研究设计了两类包含内容的归纳推理任务, 一类是对获得收益的可能性的推理; 另一类是避免伤害的推理。实验显示, 不同内容的归纳推理结果有显著差异。其中, 避免伤害的归纳推理表现出将伤害可能过度推延的特点; 而获得收益的归纳推理则表现出对收益可能推延不足。此外, 不同的自我卷入水平——自我卷入式推理或者非自我卷入式推理——也会对推理产生显著影响。在避害条件下, 自我卷入式推理比非自我卷入式推理表现出更强烈的过度推延的特点; 在获利条件下, 自我卷入式推理比非自我卷入式推理表现出更严重的推延不足。研究经过分析提出, 这种差异可能暗示了归纳推理的领域特殊性特征。     

不同呈现方式和难度影响图文课文即时加工的研究

采用ASL—4200R型眼动仪,对28名小学五年级学生阅读图文课文的眼动过程进行考察,结果表明：(1)不同呈现方式课文的阅读成绩具有非常显著差异,图文课文化于文字课文;(2)不同呈现方式课文的注视次数、注视频率、眼跳距离和回视次数存在显著差异,图文课文显著少于或低于文字课文,而注视点持续时间则相反;(3)不同难度课文的眼动指标,文字课文只有注视次数一项眼动指标具有显著差异,而图文课文有注视频率和回视次数二项眼动指标具有显著差异。