REDISCOVERING THE PAST:

The origins of experimental psychology are found in the theory of discrimination created by Gustav Fechner The theory advanced by Fechner was the first theory of mental judgment that applied the ideas of Gaussian error to human discrimination Despite Its powerful theoretical and empirical results, the theory vanished Later embellishments, such as the addition of response bias found in signal detection theory, gave such theories new life, but Fechner never received the credit due to the founder of psychological detection theory     

THE HOLY SPIRIT IN THE CAPPADOCIANS: PAST AND PRESENT

Theologians have long recognized that the Cappadocian fathers are a valuable resource for contemporary reflection on the Holy Spirit. The modern use of their work, however, tends to reflect only a thin sampling of their many writings; it shows little awareness of their complicated historical situation; and it generally operates on the false assumption that Basil of Caesarea, Gregory of Nazianzus, and Gregory of Nyssa offer but three versions of the same theological project. This article provides a new comparative assessment of Cappadocian pneumatology in connection with larger Trinitarian concerns and with practical matters of spirituality, monasticism, and the role of divine grace in the Christian life. It highlights the distinctive character of each theologian's approach to the Holy Spirit by analyzing their relationships to prior fourth-century traditions, their respective uses of Origen, and their differing stances in the contemporary debates with the Pneumatomachians. It argues that Basil's work on the Spirit is less fully Trinitarian and ascetically weaker than that of the other two, that Gregory Nazianzen offers the most fully Trinitarian and methodologically insightful pneumatology of the three, and that the Holy Spirit plays only a minor role in Gregory of Nyssa's theological and ascetical system. In conclusion, it identifies three key areas in which the Cappadocians can still make a significant contribution to current work on the Holy Spirit.     

在现在中书写过去：一个盎格鲁-撒克逊视角

引言 退离自己作为历史学家的实践去反思历史学科的当前状况、存在理由以及发展动向，总是一件困难的事情。人容易对自己的实践产生偏爱，倾向于把其实是自己的偏爱当做“最好的实践”。正如在历史写作中避免视角性是不可能的（洛伦茨，1997），     

ON TRANSITIONS FROM PERCEPTUAL TO CONCEPTUAL LEARNING

L indahl , M.-B. On transitions from perceptual to conceptual learning. Scand. J. Psychol ., 1968, 9, 206–214.—In a classification problem subjects showed to prefer perceptually determined solutions to conceptually determined ones, although both types were objectively possible and equally rewarding. With decreasing saliency of defining attributes increasing numbers of subjects adopted conceptually determined solutions, however. The results were discussed in relation to a non-formal information-processing mo del and a postulated perceptual-conceptual dimension of functioning.     

不同情境下临场自我调节学习活动对学习结果的中介影响

探讨在两种学习目标（大致浏览与全面掌握）与两种时间压力（无时间限制提示与有时间限制提示）的情境下,６０名被试的临场自我调节学习活动水平对两种学习结果（选择题测验与作文）的中介影响。结果表明,在不同情境下,无论学习目标高低或时间压力大小,被试的选择题测验成绩均不存在显著差异;而作文成绩均存在显著差异;被试的临场自我调节学习活动存在显著差异;被试的部分临场自我调节学习活动对学习结果具有中介影响。     

CHANGING THE PAST: RETROCAUSALITY AND NARRATIVE CONSTRUCTION

Abstract: This article is a reply to Jeanne Peijnenburg's argument for retrocausality in “Shaping Your Own Life.” Although it is perfectly possible to make sense of the way Peijnenburg deals with the subject of changing the past, there is no need to think this implies retrocausality.     

THE FUTURE OF THE BUDDHIST PAST: A RESPONSE TO THE READERS

I respond to comments offered by Peter Harrison and Thupten Jinpa on my book Buddhism and Science: A Guide for the Perplexed (2008). I report briefly on the reception of the book thus far and provide a summary of its contents before responding individually to the essays of Harrison and Jinpa.     

学习方式对关系类别间接性学习的影响

以96名大学生为被试,以4特征虚拟外星生物为实验材料,通过类别的间接性学习,探讨学习方式对关系类别间接性学习的影响,结果发现：类别的间接性学习条件下,限定分类任务中,被试更倾向于选择关系作为类标准;参照条件下被试限定分类结果与标准的关系类别的分类结果的杰卡德相似性显著高于个人条件;被试分类结果的简单关系类别的杰卡德相似性显著高于复杂关系类别的杰卡德相似性,4特征关系类别的间接性学习中存在单一性效应。     

学习支持对基于计算机模拟的发现学习的影响

研究了针对发现活动的意义性的解释性支持 (IS)、针对其系统逻辑性的实验性支持 (ES)以及学习者的推理能力对基于模拟的科学发现学习的影响。设计开发了关于浮力的模拟软件 ,被试为北京十四中初二学生 80名 ,采用 2 (有 /无IS)× 2 (有 /无ES)× 3(推理能力 )的混合实验设计。结果发现 ,推理能力在原理性知识、直觉性理解测验以及学习者所设计实验的质量上有显著的主效应。IS在原理性知识和灵活应用测验上有显著的主效应。ES与推理能力在原理性知识测验上有显著的交互作用 ,ES在学习者所设计实验的质量上有显著的主效应。这一结果说明 ,发现活动的意义性和系统逻辑性对基于模拟的发现学习有重要的制约作用 ,应该针对这两个侧面设计相应的学习支持     

HOW THE PAST DEPENDS ON THE FUTURE

It is often said that, according to common sense, there is a fundamental asymmetry between the past and future; namely, that the past is closed and the future is open. Eternalism in the ontology of time is often seen as conflicting with common sense on this point. Here I argue against the claim that common sense is committed to this fundamental asymmetry between the past and the future, on the grounds that facts about the past often depend on facts about the future. 1     

学习困难学生语义分类编码策略的研究

通过对３８名学习困难学生与４８名学习优秀学生使用语义编码策略的比较研究,发现学习困难学生不能像学习优秀学生那样自觉地在学习的信息加工过程中使用学习策略;学习困难学生不使用学习策略的机械学习成绩与学习优秀学生无显著差异;教育训练有助于学习困难学生将语义编码之类的活动运用于信息加工过程而促进学习。     

THE PAST IS IN THE PRESENT: READING THE WORK OF EDNA O'SHAUGHNESSY

Inquiries in Psychoanalysis: Collected Papers of Edna O'Shaughnessy. By Edna O'Shaughnessy; edited by Richard Rusbridger. London/New York: Routledge, 2014. 342 pp.     

CHANGES IN THE AGGRESSIVENESS OF MICE RESULTING FROM SELECTIVE BREEDING, LEARNING AND SOCIAL ISOLATION

LAGERSPETZ, K. M. J. & LAGERSPETZ, K. Y. H. Changes in the aggressiveness of mice resulting from selective breeding, learning and social isolation. Scand. J. Psychol. 1971, 12, 241–248.–Selective breeding for aggressiveness and non-aggressiveness in mice has now been going on for 19 generations. The aggressiveness score distributions of the males have not changed since the 7th generation. Socially naive male mice which had been living in isolation, had five encounters with submissive males, and five with receptive females. Learning of aggressive and sexual behaviour occurred in males of both the aggressive and the non-aggessive strain. When living in groups, the males of both strains show no aggressiveness towards a submissive opponent. Social isolation for 1–2 weeks greatly increases the aggressiveness level of the animals of the aggressive strain. The effects of grouping is interpreted as social learning of non-aggressive behaviour, the effect of isolation as return of the inter-individually variable aggressiveness level, determined by genetic variation and early experience. Some neurochemical findings are in agreement with the observed behavioural effects.