Processing and Learning of Japanese Double-Object Active and Causative Sentences: An Error-Feedback Paradigm

Do native speakers always outperform second-language (L2) learners in terms of speech processing accuracy? Surprisingly, the answer to this seemingly obvious question is no according to the study reported here. Indeed, native speakers sometimes make more errors than learners in interpreting their own first-language (L1) speech. In this competition experiment of the double-object active and transitive causative sentence processing strategies, six native Japanese speakers and nine English-speaking learners of Japanese participated. The participants were required to identify the agents of the main lexical verb (“doers”) of a series of Japanese sentences, each consisting of one verb and three noun phrases, in which word order and case-marking cues either competed or were consistent with each other. In the first (pretest) and last (posttest) parts of the study, participants received no feedback about the accuracy of their responses, whereas in the middle part they received immediate feedback. The stimulus sentences were such that a listener could determine the semantic role of noun phrases (actor, causer, or recipient) only by taking into consideration both the case markers and the verb's voice (active vs. causative). Learners of Japanese as a second language (JFLs) demonstrated an evident word order bias. Native Japanese speakers also made surprisingly numerous errors, by imposing the canonical case-marker sequence in reconstructing noncanonical sentences. Indeed some of the native Japanese revealed an even stronger word order bias than the learners, and they committed more errors than learners in interpreting noncanonical word order sentences. The results are explained in terms of the working memory constraint. Directions of further research are discussed.     

Neo-Aristotelian Social Justice: An Unanswered Question

In this paper I assess the possibility of advancing a modern conception of social justice under neo-Aristotelian lights, focussing primarily on conceptions that assert a fundamental connection between social justice and eudaimonia. After some preliminary remarks on the extent to which a neo-Aristotelian account must stay close to Aristotle’s own, I focus on Martha Nussbaum’s sophisticated neo-Aristotelian approach, which I argue implausibly overworks the aspects of Aristotle’s thought it appeals to. I then outline the shape of a deeper and more general, and as yet unanswered, problem facing neo-Aristotelian accounts: how to justify the claim that the point of a just society is to assist or enable its members to flourish.     

高中生学习策略调查研究

用自编量表调查了一所重点高中和一所普通高中2658名学生的学习策略状况。因素分析结果显示:高中生学习策略可用一个三层次结构的图式表征,最概括的顶层为主导性和辅助性两大策略群;中间层次为学习态度调整、学习行为管理、学习方法运用、学习环境适应、课外活动调控等五大策略亚群;基层次为良好的学习心态,积极合理规划学习生活,预习和复习总结,营造学习的人际环境,劳逸结合、丰富课余生活等19项策略子群。重点高中学生、成绩好的学生、年级高的学生,在主导性策略方面存在优势,主要体现在学习态度调整和学习方法运用这2个策略亚群上。在学习策略的性别差异上,男生更善于营造学习的人际环境、运用学习行为管理方面的策略,而女生则更注重学习方法运用的策略。     

企业组织变革特征、人力资源策略与变革应对行为的实验研究：组织学习的视角

在快速发展的全球化和知识经济背景下,各类组织急需通过变革创新来适应动态环境和开拓发展。本研究使用基于多案例的实验学习技术,研究与检验了公司组织变革的关键特征和人力资源策略与变革策略,特别关注了组织学习的关键作用。基于110项组织变革案例情节的内容分析,本研究验证了变革的四项主要特征：风险创新性、动态整合性、网络互动性和文化多样性。组织变革过程的有效人力资源策略包括培训发展、招聘配置和绩效薪酬。统计分析结果表明,组织绩效受到多重因素影响和组织学习的中介效应,而组织学习各个维度中,实验尝试学习的效应最显著。组织学习促进了两种变革策略的效能期望,即文化学习策略和团队协同策略。     

Aid Agencies: The Epistemic Question

For several decades, there has been a debate in the philosophical literature concerning whether those of us who live in developed countries are morally required to give some of our money to aid agencies. Many contributors to this debate have apparently taken it that one may simply assume that the effects of the work such agencies do are overwhelmingly positive. If one turns to the literature on such agencies that has emerged in recent decades, however, one finds a number of concerns about such agencies and the work they do that put that assumption in serious doubt. This situation raises a number of pressing questions, many of which have received little or no attention from philosophers. After articulating a number of those questions, I focus mainly on what I call the ‘Epistemic Question (for potential contributors to aid agencies)’: How can those of us who are not experts in international aid arrive at an estimate concerning the effects of the work aid agencies do that we have at least some good reason to believe accurate?     

Logic: The Question of Truth

Philological background information is presented on the origin and composition of the text generally known as Kant's Logic. The text, which was not in the strict sense of the word written by Kant himself, but rather assembled by another writer whom Kant had authorized to do so on his behalf, is a mixture of materials, not all of which originate directly from Kant, and cannot claim full authenticity.     

学习策略在动机和英语成绩间的中介效应分析

探讨英语学习策略在学习动机和英语成绩之间的中介作用.随机选取某综合性大学330名大一学生为研究对象,结果表明,(1)内部动机一方面直接促进英语成绩,一方面通过认知策略和元认知策略的中介作用间接影响英语成绩;(2)外部动机主要是直接对英语成绩有削弱作用,认知策略和元认知策略中介作用较小.     

内隐学习策略的存在及其外显转化

该研究采用＂乘法算式答案正误判断的实验室任务＂,以＂奇偶检查策略＂为具体策略研究对象,探查内隐奇偶检查策略的存在及其自动性特征。实验结果表明：（1）奇偶检查策略可以以内隐方式存在,但经过不断练习可最终上升到意识层面;（2）奇偶检查策略的外显和内隐使用表现出各自独立的优势效应。外显学习策略的优势效应主要表现在正确算式判断任务中,而内隐学习策略则在错误算式判断任务中表现出＂内隐优势效应＂的趋势;（3）内隐奇偶检查策略的人为外显化并不能促使个体增加使用该策略的频率,也不能有效提高策略的执行效率。     

A Mixed Bag: The Realities of Psychoanalytic Practice

For a variety of reasons, psychoanalytic training is done in somewhat of a vacuum. It teaches a theory and a way of practicing that does not always translate well to day-to-day private practice work. The clinical realities of psychoanalytic practice prove the psychoanalytic method to be one that provides help to a wider audience than classical psychoanalytic training programs might suggest. The psychoanalytic approach offers the analyst many special opportunities to work with and help a wide variety of patients. Analysts who accept both the limitations as well as the wide application and broad benefits of the psychoanalytic approach may have a more fulfilling experience than their training experiences might foster. At the same time, the analyst's level of therapeutic skill, the patient's diagnosis, and many multiple external factors create different limitations in the practice and outcome of psychoanalytic work. Extensive case material is used to show the broad range of patients who are helped by the psychoanalytic method. The clinical material also shows the less than perfect, but often good enough outcomes of these difficult cases with often severely disturbed patients.     

The PACE Employment Program: An Inmate-Employer Mutual Development Strategy

The PACE Employment Program, funded by the Office of Education's Fund for the Improvement of Post-Secondary Education, brings together potential employers and employees in a jail setting. The program is administered by the PACE Institute, a private educational organization housed within the Cook County Jail (Chicago). The program seeks to strengthen the nontechnical employment skills of inmate-students, while also sensitizing prospective employers to the value and employment potential of these students. This is done by having both groups participate in a variety of exercises related to the development and strengthening of personal and interpersonal skills.     

北京地区中学生学习策略水平的调查研究

本研究采用中学生学习策略量表测查了542名中学生的学习策略使用情况。结果表明：(1)中学生学习策略量表有着较高的信度和效度,分量表项目间有良好的一致性。(2)从初三到高三,学生的学习策略水平没有表现出随年级增长而提高的趋势,甚至在时问管理、焦虑、信息加工等分量表方面有下降的表现。(3)女生在态度,动机,学习辅助和自我测试分量表上的得分明显高于男生;男生在信息加工分量表上的得分明显高于女生。(4)优差生在学习辅助和自我测试两个分量表上的得分没有明显差异,在其余分量表上均有显著差异。     

Person Recognition and Ageing: The Cognitive Status of Addresses—An Empirical Question

Thirty young and 30 elderly adults were enrolled in the learning (4 trials) of the name, the occupation and the address of 10 unfamiliar persons whose faces were shown. This experiment was planned as an attempt to clarify the cognitive status of the address within the cognitive architecture of person recognition, especially in relation to the names and the semantic information. Two main features emerged. First, beyond a general detrimental effect of age, the patterns of results were very similar in young and elderly subjects, in agreement with other reported data. Second, the processing of the address is much more like the processing of names than the processing of semantic information (occupation). However, unlike names, the recall of addresses is influenced by the ambiguity of the labels used.     

The Best Question

Journal of Philosophical Logic - Suppose we get a chance to ask an angel a question of our choice. What should we ask to make the most of our unique opportunity? Ned Markosian has shown that the...     

6岁儿童的类别学习能力:类别表征、注意和分类策略

探讨了6岁儿童的类别学习能力、类别表征和分类策略。62名儿童参加了实验,实验1采用了"5/4模型"类别结构,实验2采用了"3/3类别结构"。结果发现:6岁儿童已经具备了一定的类别学习能力;相对于原型表征,6岁儿童更倾向于进行样例表征;6岁儿童在注意上具有定位在高典型性特征维度上的能力,但不具备定位在区分性特征维度上的能力;在类别学习策略上主要采用单维度分类策略和规则加例外的分类策略。     

Active Learning for the Kingdom of God

At the same time that teachers in theology and religion have been encouraged to consider how their personal identities affect their teaching, there has also been increased interest in active learning strategies. This essay argues that these two initiatives may be in conflict if the communal commitments of the instructor do not mirror the democratic commitments inherent to most active learning pedagogies. As a teacher of theology and ethics who is ultimately not committed to democracy but to the Kingdom of God, I have sought to develop learning strategies which avoid student passivity while focusing on the church as a foretaste to God's Kingdom. My consideration of this dilemma has drawn me to the educational philosophies of both John Dewey and Stanley Hauerwas, and in response to them I outline an active learning strategy which envisions the Christian church as a living tradition with students as dialogue partners and contributors to it.     

重述：第二语言学习中的重要反馈方式

重述(Recasts)指对学习者所说出的语句进行的重新表述,这种重新表述在保留原语句大意的同时更正了其中一处或多处错误,是语言学习中的一种内隐反馈方式.本文主要介绍了重述的含义、性质、理论背景及其在第二语言学习中的有效性方面的研究.研究发现,重述的有效性受多种因素的影响,当重述中更正的错误较少、重述较短、提供重述的同时通过辅助线索强调其中的更正性信息时,学习者更易于从重述中受益;同时,重述的效果还受学习者的第二语言发展水平、错误的类型以及社会性因素等的制约.最后,本文对有待进一步研究的问题以及该方面研究对于我国外语学习研究与教学的意义进行了探讨.