Russell＇s Paradox of Predicates

Russell＇s letter to Frege of June 16, 1902 contains the famous paradox of the class of all classes which are not members of themselves as well as a second paradox of the predicates that cannot be predicated of themselves. The latter paradox arises out of Russell＇s theory of classes and class concepts in Principles of Mathematics.     

儿童手势及其与学习的关系

手势是在交流或认知过程中产生的、不直接作用于物体的手部运动, 具有具体性和抽象性。其分类主要从手势的来源、手势的内容、手势的意图及手势和言语的匹配性等角度进行划分。不同类型手势在出现时间及发展趋势上存在差异。手势在儿童词汇学习、言语表达、数学问题解决、空间学习及记忆等方面起促进作用, 但对言语理解的影响未得出一致结论。未来可关注不同类型手势与儿童认知发展的关系及对比不同来源手势在各学习领域的优势情况。     

愤怒emoji位置对发送者愤怒感知的影响

emoji自出现以来在世界范围内受到广泛欢迎。研究关注消费者评论中的emoji, 并着重探讨负面消费者评论中, 愤怒emoji如何影响消费者对发送者愤怒感知。研究共进行了3个实验室实验, 研究结果表明: (1)与句尾愤怒emoji相比, 句中愤怒emoji会使人们感到发送者更强的愤怒; (2)在愤怒emoji位置与对发送者愤怒感知关系中, 愤怒emoji位置突出感知和情感加强感知承担连续中介角色; (3)文字评论极性调节了愤怒emoji位置对发送者愤怒感知的影响作用。     

工作场所中他人感知的员工工作-家庭冲突：刻板印象视角

以往研究发现工作场所中他人感知的员工工作-家庭冲突对员工工作结果具有重要影响, 但相关研究处于起步阶段。在文献回顾的基础上, 从刻板印象理论出发, 提出可能影响他人感知员工工作-家庭冲突的工作、家庭相关因素; 采用能力-热情维度框架探讨他人感知员工工作-家庭冲突的作用机制及其结果。今后研究可在整合工作-家庭冲突研究和刻板印象理论的基础上, 对他人感知员工工作-家庭冲突的形成及人际效用机制等方面进行拓展。     

Sense data and logical relations: Karin Costelloe-Stephen and Russell’s critique of Bergson

ABSTRACT

Though scholarship has explored Karin Costelloe-Stephen’s contributions to the history of psychoanalysis, as well as her relations to the Bloomsbury Group, her philosophical work has been almost completely ignored. This paper will examine her debate with Bertrand Russell over his criticism of Bergson. Costelloe-Stephen had employed the terminology of early analytic philosophy in presenting a number of arguments in defence of Bergson’s views. Costelloe-Stephen would object, among other things, to Russell’s use of an experiment which, as she points out, was first conducted by Carl Stumpf. Russell appeals to Stumpf's experiment in his attempt to prove that sense data are terms in logical relations, a thesis presupposed by the project of logical analysis outlined in Our Knowledge of the External World. A reformulated version of Costelloe-Stephen's argument put forth by this paper shows that Russell's argument fails to provide adequate proof for his thesis. Further modifications of the argument can also address a reconstruction (based on contemporary reports) of Russell's reply to Costelloe-Stephen. In his reply, Russell would use, already in 1914, the term ‘analytic philosophy’ in contrasting his and Moore’s approach to a continental one, exemplified by Bergson and Costelloe-Stephen.     

班主任协商管理行为、师生关系与小学4~6年级学生外化问题行为的相互作用关系：交叉滞后研究

为探讨班主任协商管理行为、师生关系和学生外化问题行为三者间的相互作用关系, 在1个学年中, 采用问卷法对1407名小学4~6年级学生进行3次追踪测量。交叉滞后分析结果表明：(1)班主任协商管理行为启动积极的相互作用过程, T1时的班主任协商管理行为能显著减少T2时的学生的外化问题行为、提升T2时的师生关系亲密和降低T2时的师生关系冲突, 进而显著影响T3时的班主任协商管理行为、师生关系和学生外化问题行为; (2)学生外化问题行为驱动消极的相互作用过程, T1时的学生外化问题行为能显著减少T2时的班主任协商管理行为、降低T2时的师生关系亲密和增加T2时的师生关系冲突, 进而显著影响T3时的学生外化问题行为、师生关系和班主任协商管理行为。研究结果支持动态相互作用模型, 提示班主任在警醒学生外化问题行为的负面驱动作用的同时, 可有意识地利用协商管理行为的积极驱动作用干预学生的外化问题行为。     

囚徒困境博弈中对手面部表情对合作行为的影响及其作用机制

3个实验逐步深入地考察了囚徒困境博弈中, 对手的高兴、中性和愤怒面部表情对个体合作行为的影响及相关变量的中介和调节作用。实验1的结果表明, 对手的高兴表情比愤怒表情诱发了更高的合作水平, 且高兴和中性表情均比愤怒表情产生了更高的合作预期, 合作预期中介了面部表情与合作行为的关系; 实验2引入指导语操纵被试的直觉或理性决策模式, 发现实验1的结果仅出现在直觉条件下, 却未出现在理性条件下, 且整体而言直觉决策模式下比理性决策模式下更合作; 实验3采用更加严格的时间压力范式操纵被试的直觉或理性决策模式, 发现除了高兴表情比中性表情也诱发了更多的合作行为外, 其他几乎复制了实验2的结果。基于这些结果, 建立了有调节的中介模型, 以期揭示他人面部表情、合作预期、合作行为及个体决策模式之间的复杂关系。     

Cocchiarella’s Formal Ontology and the Paradoxes of Hyperintensionality

This is a critical discussion of Nino B. Cocchiarella’s book “Formal Ontology and Conceptual Realism.” It focuses on paradoxes of hyperintensionality that may arise in formal systems of intensional logic.

On the Continuity and Origin of Identity in Distributed Ledgers: Learning from Russell's Paradox

This article studies the origin and continuity of the identity of the entities inscribed in a distributed ledger. Specifically, it focuses on the differences between the identities of the entities that exist in a distributed ledger and those of the entities that exist outside the ledger but must be represented in the ledger in order to interact with it. It suggests that a distributed ledger that contains representations of entities that exist outside the ledger can yield a continuum of interconnected existing and past identities that is constantly redefined to represent new conceptual entities. This continuum can be understood as a metasortal—or a sortal of sortals—that resembles the mathematical structure of a set of sets. Further, the article presents the dilemma that arises when representing the identities of entities in a distributed ledger, and it draws an analogy between this dilemma and Russell's Paradox.     

母亲抑郁和惩罚对儿童早期问题行为的影响及父亲的保护作用

儿童早期是母亲消极情绪和行为的易感期,母亲抑郁和消极的教养行为可能导致儿童早期多方面的发展问题,而父亲的积极教养则可能对孩子的健康发展起到保护作用。本研究以184名学前儿童的父亲和母亲为被试,考察母亲抑郁情绪和惩罚行为对儿童问题行为的影响及作用机制,以及父亲积极鼓励在其中的调节作用。结果发现:(1)母亲抑郁显著预测儿童的内向问题行为,母亲惩罚显著预测内向和外向问题行为;(2)母亲抑郁完全通过其惩罚行为影响儿童的外向问题行为,部分通过惩罚影响儿童的内向问题行为;(3)父亲积极鼓励显著调节母亲抑郁对外向问题行为的影响,边缘显著调节母亲抑郁对内向问题行为的影响;父亲积极鼓励对母亲惩罚与内、外向问题行为之间的关系的调节不显著,表明积极的父亲鼓励可以缓冲母亲抑郁对儿童问题行为的影响。     

新世纪20年国内测验信度研究

随着验证性因子分析模型的应用, 信度研究进入了崭新的发展阶段。新世纪前20年国内有关测验信度的研究有三条发展主线。一是基于验证性因子模型的信度发展, 包括同质性系数、合成信度、最大信度等; 二是数据类型的拓展, 包括两水平和追踪数据的信度; 三是信度用途的拓展, 如评分者信度、编码者信度等。对于通常的测验(题目之间的测量误差不相关), 如果α系数够高, 信度就够高; 否则使用合成信度。如果一个统计模型中所有变量的合成信度都很高(超过0.95), 使用显变量建模与使用潜变量建模的结果差别不大; 否则, 使用潜变量建模较好。     

Emoji图像符号的社交功能及应用

Emoji是一种从最初模仿挪用日式动漫符号, 到后来日益扩展其使用范围的图像符号体系。自从1999年Shegetaka Kurita创造Emoji以来, Emoji不断获得充实和发展, 目前已成为数字交流中代替肢体动作、面部表情等非语言线索的主要形式, 并成为全球普遍使用的交流工具。Emoji本身具有有趣、形象、生动和幽默等特点, 在网络交流中具有表达情感、加强表达、改变语气、维持或增进人际关系等功能。同时, 其使用会受到性别、文化、语境和平台等因素的影响。目前, 随着Emoji的不断发展和广泛使用, 其应用范围已经扩展至网络交流之外的心理测量、商业营销、法律判决以及情感分析等领域, 具有广泛的应用和研究价值。未来可以从以下几个方面进一步深入研究：(1)进一步探索Emoji在网络交流中的应用和未来发展趋势; (2)加大对Emoji在其他领域中应用情况的进一步研究; (3)更加深入探索Emoji的神经生理机制; (4)从认知加工角度来探讨Emoji在网络交流中的积极效果。     

儿童阅读与心理理论间的关系

阅读与心理理论(theory of mind, ToM)在儿童发展过程中都发挥着重要的作用,梳理文献发现两者可能存在双向促进作用。儿童通过与家长或老师的共享阅读,启动联合注意,使用心理状态术语进行对话,进一步根据社会想象力,模拟社会互动,从而促进儿童心理理论发展。另一方面,在阅读过程中,心理理论能够助力儿童从宏观的阅读观的建立、元认知阅读策略的使用、故事情境模型的构建,到微观具体的短语、句子、语篇和多文本的理解等能力的提高,这些证据揭示了心理理论可以从多方面促进儿童阅读能力的发展。进一步的神经生理证据发现,阅读和心理理论这两个过程的神经活动是有一定重叠的。由此推测,两者可能具备潜在的双向促进关系。未来需要更深入和长期的纵向追踪研究为两者的关系提供丰富的实证证据。此外,还应进行更多中国的低龄儿童的研究。随着科技的发展和线上课程的盛行,也应更多关注多媒体内容阅读对儿童心理理论的影响。     

Stimulus factors in children's learning set performance

Three experiments are reported which investigate the effects of attentional factors on learning set performance of children. Number of varying irrelevant dimensions, trials per problem, and age were examined. The first experiment tests with 6- and 8-year-old-children the effects of one as opposed to two varying irrelevant dimensions. An interaction between age and dimensions showed younger children to be differentially affected by the treatment conditions, two varying irrelevant dimensions being more difficult than one. There was no difference between treatments for the older children, nor between older and younger subjects receiving one varying irrelevant dimension. In the second experiment, 6- and 8-year-olds were examined on two varying irrelevant dimension problems, receiving either 4 or 12 trials per problem. Amount of exposure within-problems, affected performance with 12 trials per problem resulting in superior performance at both age levels. A third experiment tested 6-, 8-, and 10-year-old-children using one and two varying irrelevant dimension problems with 4 and 12 trials per problem. Results confirmed the finding that learning set acquisition is influenced by irrelevant dimensions and within-problems exposure, with these effects interacting with age and amount of training. These findings support the utility of applications of an attentional analysis to the learning set performance of normal children.     

The interaction of locus of control expectancies and providing purpose on children's motivation

Children differing in locus of control orientation (internals, mediums, and externals' were administered an extended coding task following either a fictional rationale for the study (purpose incentive statement) or no purpose. As predicted, externals' performance under no purpose was significantly poorer and their rated interest in the task was significantly less favorable than those of internals. Also as predicted, these differences were nullified under the purpose incentive condition. The findings extend Lefcourt's (1967) suggestion that cue explication is important for externals to include external children, and support the position (Mischel, 1973; Rotter, 1975) that personality variables are increasingly important as a function of greater situational ambiguity. Implications of these findings for education and child-rearing are discussed.     

Natural Numbers and Natural Cardinals as Abstract Objects: A Partial Reconstruction of Frege" s="" grundgesetze="" in="" object="" theory"="

In this paper, the author derives the Dedekind–Peano axioms for number theory from a consistent and general metaphysical theory of abstract objects. The derivation makes no appeal to primitive mathematical notions, implicit definitions, or a principle of infinity. The theorems proved constitute an important subset of the numbered propositions found in Frege"s Grundgesetze. The proofs of the theorems reconstruct Frege"s derivations, with the exception of the claim that every number has a successor, which is derived from a modal axiom that (philosophical) logicians implicitly accept. In the final section of the paper, there is a brief philosophical discussion of how the present theory relates to the work of other philosophers attempting to reconstruct Frege"s conception of numbers and logical objects.     

家庭社会经济地位、父母教养行为与大学生职业生涯探索的关系

该研究以676名大学生为被试,采用问卷法考察了家庭社会经济地位、父母教养行为与大学生职业生涯探索的关系。结果表明:(1)家庭社会经济地位与自我探索、环境探索、自我-环境匹配度探索、探索意向间显著正相关;(2)父母教养行为显著预测大学生的职业生涯探索。其中,父亲和母亲情感温暖和理解、母亲监控与保护、父亲监控维度为正向预测,而父亲惩罚严厉维度是负向预测;(3)家庭社会经济地位不仅对大学生的职业生涯探索有独立的预测作用,还通过母亲情感温暖和理解、母亲监控与保护的中介作用正向预测这一变量。     

The role of reference in children's acquisition of a miniature artificial language

Nursery school children were presented with a simple miniature artificial language in one of three conditions. In the first, the stimuli to which the words referred contained an inherent lawful relationship and the language syntax reflected this relationship. In the second, the stimuli contained an inherent lawful relationship but the language syntax did not reflect this relationship. In the third, no lawful relationship existed among the stimuli to which the words referred so the language syntax imposed an arbitrary relationship among stimuli. Subjects in the first group were able to produce more correct utterances than those in the other two groups when the stimuli to which the words referred were not present, suggesting that some form of semantic mediation mechanism was being used. Evidence from novel constructions indicates that for both groups using stimuli containing an inherent lawful relation there were interactions between semantic learning mechanisms and syntax learning mechanisms.     

Children's interpretation of adult nonreaction: A trial-by-trial self-report assessment and evidence for contrast effects in an observational context

The study investigated children's interpretation of blank reaction (nonreaction) from one adult to another as a function of its pairing with positive or negative overt feedback. Each child watched through a one-way mirror as an evaluating adult provided feedback to a second adult who was performing on a two-choice discrimination task. After six initial blank reaction trials, children observed one of four types of feedback combinations over 60 experimental trials: (a) right feedback on some trials and blank reactions on others, (b) wrong feedback on some trials and blank reactions on others, (c) right, wrong, and nonreaction on different trials, or (d) nonreaction on all trials. There was little evidence that children consistently interpreted blank reaction as meaning right independent of feedback combination. In contrast, in the Right-Blank and Wrong-Blank feedback combinations, children interpreted blank as meaning the opposite of the overt feedback it was paired with on over two-thirds of the trials, with no sex differences or test anxiety effects.