谈京房解《易》的一段佚文

《汉书·五行志》引用了一段京房《易传》佚文 ,清王保训所辑《京氏易》也收录了这段文字 ,但分列两处 ,且结尾处比《汉书》多 53字。本文认为这段文字原本应在一处 ,且王氏所辑末 53字出自班固 ,而非京氏。此外 ,这段文字很可能不像《汉书》及《京氏易》所说的出自《易传》。     

The relationship between age, processing speed, working memory capacity, and language comprehension

A total of 50 elderly individuals and 48 college students were tested on several measures of processing speed and of working memory capacity. Language processing was tested with an on-line measure of sentence processing efficiency, an end-of-sentence acceptability judgement task, and a paragraph comprehension test. Elderly individuals performed more poorly than college students on the speed of processing and working memory measures and had longer listening times overall on the sentence processing measures. Elderly individuals did not, however, have overall longer listening times at the most capacity-demanding regions of the harder sentence types. Correlational analyses failed to establish a relationship between the increase in syntactic processing load at the capacity-demanding region of the harder sentence type and the measures of working memory capacity, but did establish a relationship between paragraph comprehension and working memory capacity. The data are argued to provide evidence that the WM system used to structure sentences syntactically is separate from that used in other aspects of language comprehension.     

“Rethinking” the Preface of the Tractatus

This paper is principally a re‐evaluation of the meaning of Denken in the puzzling third paragraph of the Preface to Wittgenstein's Tractatus. It shows that there is a uniform misreading of this paragraph throughout the literature and suggests a corrected reading and some of its implications. The paper asserts that the influential “New Wittgenstein” reading of the Preface as containing Wittgenstein's all important “framing” thoughts on the Tractatus, is correct. However it also argues that the anti‐metaphysical reading the New view draws by way of its frame thesis is incorrect since it is still premised on the incorrect reading of the Preface's third paragraph. With the correct reading of the third paragraph, the paper shows the anti‐metaphysical reading of the Tractatus lacks substantive support.     

《易纬·乾凿度》残篇文解析--西汉形上思想的成就

摘要<易纬·乾凿度>残篇文保存下来论气化宇宙的一节文字,这节文字所含的形上思想体系乃是以<易经>哲学为架构并融合了道家思想而成,它反映了汉代形上思想的最高成就.就形上思想的严密结构而论,自先秦以来,唯有此一思想体系能与儒、道两家并立而三.     

The relationship between age,processing speed,working memory capacity,and language comprehension

A total of 50 elderly individuals and 48 college students were tested on several measures of processing speed and of working memory capacity. Language processing was tested with an on‐line measure of sentence processing efficiency, an end‐of‐sentence acceptability judgement task, and a paragraph comprehension test. Elderly individuals performed more poorly than college students on the speed of processing and working memory measures and had longer listening times overall on the sentence processing measures. Elderly individuals did not, however, have overall longer listening times at the most capacity‐demanding regions of the harder sentence types. Correlational analyses failed to establish a relationship between the increase in syntactic processing load at the capacity‐demanding region of the harder sentence type and the measures of working memory capacity, but did establish a relationship between paragraph comprehension and working memory capacity. The data are argued to provide evidence that the WM system used to structure sentences syntactically is separate from that used in other aspects of language comprehension.     

Correction to: A frame of analysis for collective free improvisation on the bridge between Husserl’s phenomenology of time and some recent readings of the predictive coding model

The original version of this article unfortunately contains incorrect data. Page 4, first paragraph, line 1: the term "All" has been corrected. Page 12, fifth paragraph, line 31: the location “there are:” has been deleted and placed in the third paragraph, line 13.     

Identifying topic sentencehood

Four experiments were conducted to assess two models of topic sentencehood identification: the derived model and the free model. According to the derived model, topic sentences are identified in the context of the paragraph and in terms of how well each sentence in the paragraph captures the paragraph's theme. In contrast, according to the free model, topic sentences can be identified on the basis of sentential features without reference to other sentences in the paragraph (i.e., without context). The results of the experiments suggest that human raters can identify topic sentences both with and without the context of the other sentences in the paragraph. Another goal of this study was to develop computational measures that approximated each of these models. When computational versions were assessed, the results for the free model were promising; however, the derived model results were poor. These results collectively imply that humans' identification of topic sentences in context may rely more heavily on sentential features than on the relationships between sentences in a paragraph.     

Behavioral Momentum During a Continuous Reading Task: An Exploratory Study

Adolescents with emotional and behavioral disorders (EBD) often fail to master literacy skills, in part because disruptive behaviors interfere with task engagement and persistence. The theory of behavioral momentum explains the persistence of behavior in the face of changing environmental conditions. The current exploratory study examined variables related to behavioral momentum in the context of a continuous reading task. Participants were three adolescents identified with EBD who were instructional on fifth-grade material. Results indicated that when participants read a third-grade paragraph immediately before a fifth-grade paragraph, they decreased the latency to initiate reading of the fifth-grade paragraph and increased words read correctly per minute on the first 10 words of the fifth-grade paragraph. Results are discussed in terms of the theory of behavioral momentum and the nature of interventions that may be developed to increase reading persistence.     

Use of the titles Ms., Miss,or Mrs.: Does it make a difference?

In a study of sexism and language 112 persons at a shopping mall were asked to read a paragraph about an achieving woman who was either given the title Miss, Mrs., or Ms., or not given a title. Persons receiving the paragraph with the Ms. title rated the woman as less honest. No effect of the title variation was obtained on a number of other rating dimensions. The results were interpreted as reflecting public acceptance of the use of the Ms. title.     

Teaching Paragraph Composition to Students with Emotional/Behavioral Disorders Using the Simultaneous Prompting Procedure

The purpose of this study was to examine the effectiveness of the simultaneous prompting procedure in teaching paragraph composition to 4, 5th grade students identified with emotional behavioral disorder (EBD) and attention-deficit hyperactivity disorder (ADHD). The instructor taught students how to construct and proofread a 5-sentence paragraph using the simultaneous prompting procedure with embedded non-targeted information related to the writing process. A multiple probe design across participants assessed effectiveness of the procedure. Results indicated that all students learned to compose a paragraph, acquired the non-targeted information, maintained the skills up to 6 weeks later, and generalized the skills to other writing tasks.     

Comprehension of directly and indirectly stated main ideas and details in discourse by brain-damaged and non-brain-damaged listeners

Aphasic, right-hemisphere-damaged, and non-brain-damaged subjects heard short narrative paragraphs. Each paragraph contained four main ideas and one or more details related to each main idea. After each paragraph was presented, subjects' comprehension and retention of main ideas and details from the paragraph were tested. Some of the test items directly restated information from paragraphs and others paraphrased information from paragraphs. All groups of subjects remembered main ideas better than they remembered details, and no group of subjects was significantly affected by whether test items directly or indirectly stated information from paragraphs. Disfluent aphasic and right-hemisphere-damaged subjects' overall paragraphs comprehension scores were not significantly poorer than those of non-brain-damaged subjects. Fluent and mixed aphasic subjects' overall paragraph comprehension scores were significantly worse than those of non-brain-damaged and right-hemisphere-damaged subjects. Token Test and Boston Diagnostic Aphasia Examination auditory comprehension scores did not predict aphasic subjects' paragraph comprehension scores. right-hemisphere-damaged subjects' overall paragraph comprehension scores were not significantly those of non-brain-damaged and right-hemisphere-damaged subjects. Token Test and Boston Diagnostic Aphasia Examination auditory comprehension scores did not predict aphasic subjects' paragraph comprehension scores.     

The Effects of Text Structure Discrimination Training on the Writing Performance of Students with Learning Disabilities

The purpose of this study was to examine whether teaching three participants with learning disabilities to name and identify critical components (i.e., opening sentence, detail sentences, and key words) for four expository text structures, and to discriminate between well-written and poorly written components would improve their expository writing performance. After instruction, one participant immediately improved her expository paragraph writing skills. However, two participants needed additional instruction and feedback on their writing before their paragraph writing improved. Social validation of the study outcomes was assessed by comparing participants' paragraphs before and after instruction to paragraphs produced by same age peers without disabilities. After instruction, participants' paragraph scores were above the mean score of the normative comparison group. Implications for teaching writing skills to students with learning disabilities, and suggestions for future research are discussed.     

Elaboration structure and list length effects on verbal elaboration phenomena

The effects of elaboration structure (Sentence, Semantic paragraph, Syntactic paragraph) and list length (8, 12, 16 pairs) on paired-associate learning were investigated in a 3 × 3 factorial design. Seventy-five educable retardates were tested on acquisition (S-R) and reversal (R-S) tasks. Significant acquisition differences were found in the 8-pair list, where Semantic paragraph Ss performed better than Sentence Ss. In the longer lists, all structures were equally effective in facilitating acquisition (mean first trial correct = 60%), as well as reversal (mean correct = 95%). Sentence form (declarative, imperative, interrogative) was controlled in each elaboration structure. Analyses indicated that significantly fewer acquisition errors were made on pairs presented in declarative and imperative, as opposed to interrogative, elaborations. Tests of recall for the elaborations revealed that Ss in all conditions generally recalled them as declarative sentences. Further observations at 24 pairs confirmed the 12- and 16-pair findings.     

Detecting letters in continuous text: effects of display size

In three letter detection experiments, subjects responded to each instance of the letter t in continuous text typed in a standard paragraph, typed with one to four words per line, or shown for a fixed duration on a computer screen either one or four words at a time. In the multiword and the standard paragraph conditions, errors were greatest and latencies longest on the word the when it was correctly spelled. This effect was diminished or reversed in the one-word conditions. These findings support a set of unitization hypotheses about the reading process, according to which subjects do not process the constituent letters of a word once that word has been identified unless no other word is in view.     

The level-of-focal-attention hypothesis in oral reading: influence of strategies on the context specificity of lexical repetition effects.

Two experiments examined the influence of level of focal attention--text or lexical--on benefits from lexical repetition in speeded oral reading of coherent texts and random word lists. Experiment 1 showed that with coherent targets, direction of attention to the text level resulted in benefit only from a previous reading of the same coherent paragraph. However, when attention was directed to the lexical level, equal benefit resulted from a previous reading of either the same coherent paragraph or a scrambled version of the paragraph. Experiment 2 showed that level of focal attention did not influence benefit with scrambled targets. Thus, the linguistic structure of the target is important to repetition benefits and their modulation by attentional strategies.     

上博简《仲弓》疏证

上海博物馆藏战国楚竹书第三册《仲弓》,是一篇久佚的先秦儒家文献,它对于我们认识孔子的政治理论和了解《论语》成书的一些情况,都有比较重要的价值。本文对于《仲弓》篇的28支简的简序进行了重新编排,并且分段进行了疏证研究,探讨了孔子政治思想中的若干重要内容。     

读帛书《缪和》札记

马王堆帛书《缪和》是马王堆汉墓帛书《易传》六篇之第五种,内容丰富,价值颇高。但对于其中部分语句的释读和解释,存在着不同的意见。我们在各家整理注释本的基础上,在释读、诠释和分章上提出了几点个人看法,其中有些认识可能直接关涉到对孔子思想的理解。     

试论帛书《衷》的篇名和字数

论文通过对帛书易传三件残片的缀合和考释,认为所谓的帛书《易之义》原篇题当为《衷》,是孔子后学按照阴阳和衷共济的主题所选定的孔子沦《易》言沦的汇编,编者以为这些言沦是最为适当的论《易》之语,故名其为《衷》;而原记字数“二千”当为“四千”之误;同时进一步考定帛书《要》的篇首当为今本《系辞》的第十章。     

Accentuate the negative: the positive effects of negative acknowledgment

Three studies investigated the capacity of negative acknowledgment, the admission of an unfavorable quality, to elicit relatively positive responses. In Study 1, an acknowledgment that a written paragraph was confusing led individuals to rate the paragraph as clearer than they did when no acknowledgment was offered. In Study 2, a foreign speaker was rated as possessing a clearer voice when he acknowledged his strong accent than when he did not. In Study 3, a hypothetical college applicant's acknowledgment of receiving less than stellar high school grades resulted in a more positive evaluation of those grades. The interpersonal risks and benefits of negative acknowledgment as an impression-management strategy are discussed.