概念转变模型及其发展

概念转变研究基于建构主义的学习观,从顺应的侧面来揭示学习的机制。Ｐｏｓｎｅｒ等人（１９８２）的概念转变模型提出了概念转变的四个条件：对原概念的不满、新概念的可理解性、合理性和有效性,并分析了经验背景对概念转变的限制作用。１９９２年,他们又针对研究者对此模型的批评作了修改。最后,本文提出了本领域需要大力探索的问题。     

布朗芬布伦纳从襁褓走向成熟的人类发展观

布朗芬布伦纳的思想在人类发展理论中占有着举足轻重的地位,这个一直处于演进之中的理论实现了人类发展观从静到动的转变,开创性的提出了一个全新的视角与理论框架.文章沿着历史的轨迹,完整记述了布朗芬布伦纳思想的起源与演进,重点关注了生态学视角中全新的人与环境关系、发展中人的概念和环境的概念,以及生物生态学模型中过程、人、环境、时间概念和相关应用中存在的问题.     

公共组织学习的心理学透视：经验习得与信息加工

本文从心理学关于学习的概念,关于行为、认知与信息加工的行为学习理论、社会学习理论和信息加工理论,以及行为绩效的心理学原理角度,阐述了我们所提出的公共组织学习的概念框架的心理学理论基础。认为从心理学角度透视公共组织学习,其实质是经验习得与信息加工的过程。这充分体现了心理学基本理论原理在公共组织学习理论建构中所具有的重要应用价值。     

中学生力学概念转变的心理机制研究

综合应用教学实验、测验、访谈等多种方法,对100名高一学生力学概念的转变进行了研究,结果表明:中学生力学概念转变的方式有抽象概括、逻辑推理、联想对比、实例演绎、变式思维、实验推导和理解接受.     

内隐学习意识性研究的两种理论取向:二分与渐进

传统的内隐学习研究范式大多致力于意识与无意识加工的操作性分离。随着学习任务和测量手段的改进,越来越多的研究发现量化渐变比二元分离能更好地兼容实验数据。本文对认知领域中与二分和渐进两种取向相关的理论框架和实证研究进行介绍和评价,指出意识的二分与渐进假设是源自不同的概念定义层次的理论框架,即功能性概念和解释性概念,因而对现象学数据具有不同的解释效力。它们的共存提供了不同的研究视角,丰富了我们对内隐学习活动的认识。     

小学生朴素热概念的发展

概念转变是认知发展与教育领域的热点话题之一,但关于小学生对于热概念的转变研究仍处于萌芽阶段。本研究抽取了某小学一、三、六年级学生共104名,采用三种任务情境考察了他们在热概念方面的认识水平。研究发现：一年级学生主要将热看作是一种物质,用物质模型理解热作为一个过程概念具有的速度属性。三年级学生热的物质概念和过程概念的认识并存,能够正确认识过程概念的速度和方向两个重要属性。六年级学生对于热作为一个过程概念所应具有属性的认知较为稳固,但未发生进一步的转变,他们还不能将热作为一个自发过程概念来理解。此研究结果部分     

多维范式下神经组织行为学的哲学基础、理论框架和研究方法

神经组织行为学是指通过探究组织现象背后的生物学运作机理, 从神经生理视角发展并重构组织行为学框架的新兴多领域交叉学科。多维范式下的神经组织行为学包括从还原论到涌现论的哲学基础, 基于社会情境认知理论、跨层次研究和逆向推理的理论框架, 以及神经成像法和ANS测量法并行的研究方法。未来研究应注意神经组织行为学可能给组织理论带来的变革, 以及研究方法的未来走向。     

医学模式转变在实践上为何滞后

医学模式转变问题提出至今已近２０年,但在实践中,医学模式并没有转变。对于医学模式转变,人们在理论上、观念上的创新、接受与在实践上、实际行动中的保守、拒挡,形成了鲜明的反差和不协调。本文对医学模式转变在实践上滞后的实践成因、理论责任、医学教育模式未同步转变等问题进行了分析,并提出应针对医学校式转变在实践上滞后开展对策研究。     

小学科学前概念转变的教学策略

在小学科学教学中,如何将学生在日常生活中的前科学概念转变为科学概念值得我们去深入探究。笔者通过近几年的实践和对一些相关理论、案例的学习,就怎样将前概念转变为科学概念的方法,谈谈自己粗浅的认识。     

西方心理学自我同一性概念的解析

我同一性作为西方心理学中一个重要的概念,广泛地应用于发展心理学、人格心理学、社会心理学、咨询心理学、教育心理学和文化心理学。但由于自我同一性概念内涵的丰富与复杂以及研究者理论框架的不同,使自我同一性的概念缺乏明确统一的定义,从而影响了同一性概念的理论功能。本文分析了埃里克森自我同一性概念的奠基、自我同一性概念的实证研究以及自我同一性概念发展的新趋向,透视了西方心理学自我同一性概念不同层面和不同维度上的含义。最后,提出了整合自我同一性概念应关注的范畴以及自我同一性概念的理解。     

多元表征假设：概念表征机制的新观点

传统的认知主义认为概念表征是与主体的感知系统无关的抽象符号。而具身理论则认为,概念表征以主体的感觉、知觉运动系统为基础的,感知系统在概念表征中具有中心作用。然而,具身性假设无法恰当的解释抽象概念表征这一问题。这种局限性说明主体的概念系统可能具有多元表征机制：既包括感知表征以加工与身体经验相关的具体知识,也包括抽象符号表征以加工与身体经验无关的抽象知识。来自病理学、认知神经科学和行为实验的实证研究证明了不同类型的概念会涉及不同的表征机制,证实了多元表征存在的合理性。今后的研究应探讨各种表征机制之间的关系等问题。     

Children's conceptions of physical events: Explicit and tacit understanding of horizontal motion

The conceptual understanding that children display when predicting physical events has been shown to be inferior to the understanding they display when recognizing whether events proceed naturally. This has often been attributed to differences between the explicit engagement with conceptual knowledge required for prediction and the tacit engagement that suffices for recognition, and contrasting theories have been formulated to characterize the differences. Focusing on a theory that emphasizes omission at the explicit level of conceptual elements that are tacitly understood, the paper reports two studies that attempt clarification. The studies are concerned with 6‐ to 10‐year‐old children's understanding of, respectively, the direction (141 children) and speed (132 children) of motion in a horizontal direction. Using computer‐presented billiards scenarios, the children predicted how balls would move (prediction task) and judged whether or not simulated motion was correct (recognition task). Results indicate that the conceptions underpinning prediction are sometimes interpretable as partial versions of the conceptions underpinning recognition, as the omission hypothesis would imply. However, there are also qualitative differences, which suggest partial dissociation between explicit and tacit understanding. It is suggested that a theoretical perspective that acknowledges this dissociation would provide the optimal framework for future research.     

STUDENT THINKING WHEN STUDYING SCIENCE‐AND‐RELIGION

Thirteen theology/religious studies students were interviewed while studying science‐and‐religion courses at four different institutions of higher education in the United Kingdom. They held a range of views about science and religion, their respective ontological status, and their science‐and‐religion studies. The interviews reveal that it may be possible to assign individuals to one of four different religioscientific conceptual frameworks and, furthermore, to relate differences in their approach when studying science‐and‐religion to their conceptual framework. The implications for course designers are discussed, including how the frameworks may enable teachers to be more aware of the range of possible reactions students may have while being introduced to science‐and‐religion topics.     

具身概念表征的研究及理论述评

具身认知强调认知在本质上是具身的, 身体在认知的实现中发挥着关键作用。传统的符号加工理论认为, 概念表征独立于主体的知觉运动系统并以抽象符号的形式储存于语言记忆中。概念表征的具身理论则认为, 概念表征与知觉运动系统具有共同的神经基础, 概念在本质上是主体经验客体时知觉与运动体验的神经记录, 而概念加工的基本形式则是身体经验的模拟与还原。关于该理论的实证研究主要集中于概念加工引发的知觉动作变化、身体动作对概念加工的影响、抽象概念加工的具身特征等领域。今后的研究应关注符号加工理论与具身理论的整合等。     

Second order change and evidence‐based practice

Since its inception, family therapy (FT) has been distinguished by its explicit theoretical and practical focus on families and relationships as systems, with an emphasis on second order rather than first order change. As a result of these conceptual underpinnings we suggest that FT needs to look for manifestations of change which differ from individually focused disciplines such as clinical psychology. Studies of second order change have most commonly appeared in the form of conceptual papers and doctoral dissertations. We begin by revisiting the conceptual underpinnings of second order change. Building on this framework, we develop these aspects of change within the framework of recent developments in the empirical study of change. Finally, we point towards some promising directions for further evaluative work of FT as well as ways to incorporate some of these principles into training of FT students.     

概念改变的本体类别研究

概念改变是科学学习和教学的重要问题。研究表明有些错误概念难于转变,本文从本体类别的观点出发,阐释了错误概念难于改变的原因,进而细致地分析了力的概念,以支持本体类别的观点,最后提出跨本体类别间概念改变的教学对策。     

Cognitive and Neural Contributions to Understanding the Conceptual System

ABSTRACT— The conceptual system contains categorical knowledge about experience that supports the spectrum of cognitive processes. Cognitive science theories assume that categorical knowledge resides in a modular and amodal semantic memory, whereas neuroscience theories assume that categorical knowledge is grounded in the brain's modal systems for perception, action, and affect. Neuroscience has influenced theories of the conceptual system by stressing principles of neural processing in neural networks and by motivating grounded theories of cognition, which propose that simulations of experience represent knowledge. Cognitive science has influenced theories of the conceptual system by documenting conceptual phenomena and symbolic operations that must be grounded in the brain. Significant progress in understanding the conceptual system is most likely to occur if cognitive and neural approaches achieve successful integration.     

An Ecological Process Model of Systems Change

In June 2007 the American Journal of Community Psychology published a special issue focused on theories, methods and interventions for systems change which included calls from the editors and authors for theoretical advancement in this field. We propose a conceptual model of systems change that integrates familiar and fundamental community psychology principles (succession, interdependence, cycling of resources, adaptation) and accentuates a process orientation. To situate our framework we offer a definition of systems change and a brief review of the ecological perspective and principles. The Ecological Process Model of Systems Change is depicted, described and applied to a case example of policy driven systems level change in publicly funded social programs. We conclude by identifying salient implications for thinking and action which flow from the Model.