现代伦理学:在康德与卢梭之间

本文为纪念康德逝世 2 0 0周年而作 ,反省的主要问题是现代意义上的各种伦理学的核心形态可能是什么。文章分析了康德所受卢梭影响的性质 ,以及两者之间仍然存在的巨大差别 ,指出现代意义上的规范伦理学的基本位置大致还是处在康德与卢梭之间。     

Depth capture by kinetic depth and by stereopsis

The perceived depth of regions within a stereogram lacking explicit disparity information can be captured by the surface structure of regions where disparity is explicit: stereo capture. In two experiments, observers estimated surface curvature/depth of an untextured object (a 'ribbon') superimposed on a cylinder textured with dots, the cylinder curvature being defined by disparity (stereo depth) or by motion parallax (kinetic depth: KD). With the stereo-defined cylinder, depth capture was obtained under conditions where the disparity of the ribbon was ambiguous; with the KD, cylinder depth capture was obtained under conditions where the motion flow of the cylinder was in a direction parallel to that of the ribbon. These results demonstrate yet another similarity between KD and stereopsis.     

Repetition and confirmation of messages received by ear and by eye

A rating method was used to obtain operating characteristics for 60 heterogeneous words. A single message was heard in noise, or seen briefly in a tachistoscope. It was repeated until it had been assigned to the highest accuracy category (“confirmed”) or sent a maximum of six trials. The comparisons showed that it matters little whether reception is by eye or by ear. Whether within a trial or over successive repetitions, accuracy of reception is a direct function of the confidence rating and is relatively independent of the intelligibility level. Neither do the accuracy of reception or the distributions of rating categories change markedly over trials. Although no direct test was made, it appears that accuracy of reception is not lessened by the task of rating. Both visual and auditory data are fitted reasonably well by predictions made from a simple stochastic model based on the assumptions that (1) intelligibility, (2) probability of a correct acceptance, and (3) probability of an incorrect acceptance remain constant over successive repetitions. The model fits the visual better than the auditory data, as might be expected, since conditions of reception are more homogeneous over trials for vision than for audition.     

Response decrements produced by extinction and by response-independent reinforcement

The effects of extinction and of response-independent (free) reinforcement in decreasing rates of key pecking by pigeons were compared in single schedule (Phase 1) and multiple (Phase 2) conditions. In both phases, response rates decreased more rapidly with extinction than with free reinforcement conditions. Behavioral contrast was obtained from subjects trained in a multiple schedule involving extinction in Phase 2, whereas subjects trained in a multiple schedule involving free reinforcement showed a slight negative induction effect. Whether subjects experienced extinction or free reinforcement under single stimulus conditions did not affect subsequent performance in the discrimination situation of the second phase. Disinhibition testing was carried out at the end of both phases, but there was no evidence for disinhibitory effects under any condition.     

The perception of emotions by ear and by eye

Emotions are expressed in the voice as well as on the face. As a first step to explore the question of their integration, we used a bimodal perception situation modelled after the McGurk paradigm, in which varying degrees of discordance can be created between the affects expressed in a face and in a tone of voice. Experiment 1 showed that subjects can effectively combine information from the two sources, in that identification of the emotion in the face is biased in the direction of the simultaneously presented tone of voice. Experiment 2 showed that this effect occurs also under instructions to base the judgement exclusively on the face. Experiment 3 showed the reverse effect, a bias from the emotion in the face on judgement of the emotion in the voice. These results strongly suggest the existence of mandatory bidirectional links between affect detection structures in vision and audition.     

Organization revealed by recall orders and confirmed by pauses

The technique introduced here induces the organization of information in memory from systematic inspection of regularities in free recall. The form of the representation of this organization is an “ordered tree.” The technique has the advantage of being based on a theory of the way in which the data were generated and can be shown to produce a unique structure that captures all the kinds of regularities the theory of recall prescribes. Also presented is a collateral technique for measuring the amount of organization evidenced in a struture, as well as a procedure for identifying errors. The experimental work shows the technique's ability to recover the details of an organization presented to subjects and provides converging evidence for the particular structures induced from the pattern of recall pauses. In addition, the application of the technique to structures unknown a priori produced organizations that were easy to interpret and a second set of pauses that further confirmed the details of the induced structures.     

Retention enhancement by pre-test beta-endorphin and oxotremorine and its reversal by scopolamine

The pre-test administration of beta-endorphin (0.05 microgram/mouse), oxotremorine sesquifumarate (5.0 micrograms/mouse), or beta-endorphin plus oxotremorine enhanced retention test performance of a conditioned emotional response in mice. The effects were blocked by scopolamine. Scopolamine had no effect of its own. The data suggest that the retention enhancement caused by beta-endorphin may involve the secondary activation of cholinergic mechanisms.     

Multiplication by eye and by ear for Chinese-speaking and English-speaking adults.

English-speaking (n = 32) and Chinese-speaking adults (n = 32) solved single-digit multiplication problems. In one condition, problems were presented as visual digits (e.g., 8 x 9). In the other condition, problems were presented as auditory number words in the participant's first language (e.g., /eit/ /taimz/ /nain/). Chinese-speaking adults made proportionately more operand-intrusion errors (e.g., 4 x 8 = 24) than English-speaking adults. Both groups made more operand-intrusion errors with auditory than with visual presentation. These findings are similar to those found when participants solve problems presented as visual number words (e.g., eight x nine), suggesting that in both cases the activation of phonological codes interferes with processing.     

Masking of tones by tones and of noise by noise

Using a two-alternative temporal forced-choice technique, two binaural detection experiments were performed. In the first, the detectability of a 250-Hz 128-msec tonal signal masked by a gated 70-dB SPL tone of the same frequency and duration was measured as a function of the level of the signal, the phase angle at which the signal was added to the masker, and the interaural phase difference of the signal. In the second experiment, the signal was a wideband (100-3,000 Hz) 128-msec Gaussian noise masked by a continuous Gaussian noise of the same bandwidth and coherent with the signal. The detectability of this noise signal was measured as a function of the same variables investigated in the first experiment. In both experiments detectability was found to follow a simple energy- or power-detection model when the interaural phase difference was 0 deg. When the interaural phase difference was 180 deg, the function relating the signal level required for a constant level of performance to the signal-masker phase angle is such that neither the Webster-Jeffress hypothesis nor Durlach’s E-C model accounts for the data. The data are reasonably well fit by a model proposed by Hafter and Carrier.     

The use of imagery by intelligent and by creative schoolchildren

Two studies focusing on differences in thinking strategies between intellectually gifted and creative children were undertaken. In the first study (N = 29), ethnographic techniques of observation along with testing and problem-solving interviews were used in a regular classroom. Three subjects (one high IQ and high creativity, one high IQ and low creativity, and one low IQ and high creativity) were identified for intensive observation. In the second study, testing procedures and problem-solving interviews were completed with 30 children who were placed in a gifted program within an urban school system. Both studies produced evidence supporting the link between imaging abilities and creative thinking.     

Retrograde enhancement of kinesthetic memory by alcohol and by glucose

Several studies have reported that administration of a low dose of alcohol is capable of retrograde enhancement of memory. It has been postulated that the neurobiological mechanisms underlying this effect may involve the liberation of glucose and/or activation of reward centers. Here the effects of a low dose of alcohol were compared to those of glucose on kinesthetic memory. Mood and blood glucose levels were also measured. Compared with a placebo, both glucose and alcohol significantly enhanced kinesthetic memory performance. Only glucose ingestion resulted in significantly elevated blood glucose levels. The three groups' mood scores were statistically indistinguishable. Low-dose alcohol consumption does not result in the release of glucose nor does it affect any aspect of mood, at least as measured here. These results confirm that kinesthetic memory can be improved by administration of alcohol and extend the range of tasks which are sensitive to enhancement by glucose.     

Causal beliefs and conditioned responses: retrospective revaluation induced by experience and by instruction

The author tested causal beliefs and conditioned responses in a task involving retrospective revaluation of the causal status of a target cue with respect to electric shock. Successful revaluation was observed on both self-report shock expectancy and skin conductance, whether the training trials were directly experienced, described, or partly experienced and partly described. The results contradict models that link anticipatory conditioned responses to a separate or earlier process from that underlying explicit causal knowledge. They suggest instead that a single learning process gives rise to propositional knowledge that (a) drives anticipatory responding, (b) forms the basis for self-reported causal beliefs, and (c) can be combined with other knowledge, provided either by experience or symbolically, to generate inferences such as retrospective revaluation.     

Psychoanalysis and healing by faith

It would be preposterous to assume that this brief chapter out of my book tells all that can be said about the relationship of religious faith to science in general, to the therapeutic process, and to psychoanalysis in particular. The most that we can claim for it is that without cluttering it up with the excess verbal baggage of philosophical rationalization, it has stated simply some of the issues as honest men must face them. Certainly the history of the world has proved again and again that science and religion can both be perverted to amoral ends; but it is equally true that science and religion can both express man's search for the good life. The critical issue is whether they can carry on that search hand in hand, or whether their basic premises and their essential techniques are irreconcilably opposed. It was once the fortune of the author to hear a great religious teacher say in the pulpit that religion is a search for truth; but that as soon as any religion thought that it had found the truth, it ceased to be a religion. With such a concept of religion every scientist will find himself in full agreement. Unfortunately, however, among men of religion as among scientists, there are those whose spirits are so meager that they cannot live without absolutes; and in both camps they tend to aggregate to themselves a predominance of power. Apart from theoretical issues, this practical fact may make a confict between opposing totalitarians irreconcilable.     

Gender and victimization by intimates

Recent data demonstrate that, although gender has an impact upon the experience of being a victim of an intimate's violence, there is no particular personality pattern that leads one to become a victim. Rather, women--who are socialized to adapt and submit, and who are likely to become victims of men's sexual violence or physical abuse--may not develop adequate self-protection skills as children, especially if they come from childhood homes in which females are victimized, leading to a later vulnerability to physical and sexual abuse. Men, however, socialized to express anger and aggression in an outward manner, learn to model the abuse witnessed or experienced in childhood and often learn that women are the "appropriate" recipients of this violence. Social learning theories of modeling and aggression are used to explain how such personality patterns develop, and the theory of learned helplessness is used to explain battered women's coping responses to their partners' abusive behavior. The extreme situation, in which a battered woman kills her partner in self-defense, is analyzed in order to understand women victims' sense of desperation and entrapment in severely abusive relationships and the extent to which their behaviors are in reaction to the abuse perpetrated by the mate.     

The establishment of stimulus control by instructions and by differential reinforcement

A repeated acquisition design was used to study the effects of instructions and differential reinforcement on the performance of complex chains by undergraduates. The chains required responding on a series of keys that corresponded to characters that appeared on a monitor. Each day, subjects performed a new chain in a learning session and later relearned the same chain in a test session. Experiment 1 replicated previous research by showing that instructional stimuli paired with the correct responses in the learning sessions, combined with differential reinforcement in both learning and test sessions, resulted in stimulus control by the characters in each link. Experiment 2 separated the effects of instructional stimuli and differential reinforcement, and showed that stimulus control by the characters could be established solely by differential reinforcement during the test sessions. Experiment 3 showed that when a rule specified the relation between learning and test sessions, some subjects performed accurately in the test sessions without exposure to any differential consequences. This rule apparently altered the stimulus control properties of the characters much as did differential reinforcement during testing. However, compared to differential reinforcement, the rule established stimulus control more quickly.     

Social cuing of guilt by anger and of shame by disgust

Scholars have proposed a conceptual structure for the self-critical moral emotions of guilt and shame and the other-critical emotions of anger and disgust. In this model, guilt is linked with anger and shame with disgust. This relationship may express itself in asymmetrical social cuing between emotions: In a social context, other people's angry facial expressions may communicate that the target should feel guilty, and other people's disgusted facial expressions may communicate that the target should feel ashamed. We conducted two experiments, one in the United Kingdom and the other in Spain, in which participants were shown pictures of faces expressing either anger or disgust. Participants rated the degree to which the faces would make them feel guilt or shame in a casual social encounter, and they answered questions about inferences concerning the emotional expressions. In both studies, angry expressions led to greater guilt and less shame than did disgusted expressions. This relationship was explained better by the type of norm violation inferred than by whether the violation was thought to involve the target's action or personality versus the target's character.