峨眉山与巴蜀佛教文化学术讨论会综述

由四川省峨眉山佛教协会、中国社会科学院世界宗教研究所、亚洲太平洋研究所、中国佛教文化研究所和四川大学宗教学研究所共同发起的“峨眉山与巴蜀佛教文化学术讨论会”,于1992年10月6日至10日在中国佛教四大名山之一的峨眉山伏虎寺隆重举行。来自北京、上海、天津、山西、江苏、云南、陕西、河北、湖北、山东、甘肃、福建及四川等省、市的佛教界高僧大德和学术界专家学者100余人出席了会议,提交论文64篇。中国佛教协会赵朴初会长特地给大会写来贺信。     

心身问题与心灵哲学

第9届维特根斯坦国际专题讨论会的主题是心灵哲学(philosophy of mind,或译心智哲学)和心理学哲学。详细地讨论过的问题包括:心身问题、心灵哲学的传统问题和心理学哲学。 1.心身问题什么是心身问题?“心灵”(mind)一词有多种非常不同的用法,这一事实导致了现代讨论中的某种混乱。对这个词,我们至少可以区分出五种不同的用法,因此心身问题至少有五种意义。 (1)我们可以象笛卡儿使用“mens”一词那样使用“心灵”一词,让它指称具有心理属性的东西,亦即指称那种能思想,能感知,能相信和能欲求的东西。在这种情况下,我们通常是用“心灵”这个词意指“人”这个词所意指的东西,因而该词表示的就是你和我这样一些实     

库恩的可否证性模式

库恩和拉卡托斯都不同意把理论的评价看作是理论的可证实性或理论的可否证性这一传统观点。他们的批判分为两个题目:首先,一种科学理论并非只能凭经验的结果来检验;其次,人们不会在没有现成可替代的理论时就摈弃一种理论。在拉卡托斯的术语里,要么被接受,要么被摈弃的是理论的研究纲领而不仅仅是理论本身。进一步说,某一特定的范式或研究纲领的摈弃并不就是简单地被取代,一种替代范式在另一种范式或研究纲领被摈弃之前必须发生效用。最近,人们对拉卡托斯夸大第二点进行了批判。F.M.亚克罗德认为,在科学史上有一些情况是,一项研究被简单地摈弃了,而且的确是被合理地摈弃了,尽管还没有替代者。在本文中,我     

数学教学中训练学生创造性思维的途径

创造性思维是创造性能力的核心部分,很多有经验的数学教师都在探索训练学生创造性思维的途径。创造性思维具有流畅性、探索性、凝聚性、广阔性、最佳性、整体性等品质。本文想结合数学教学的实例,怎样训练学生创造性思维的上述品质,谈些粗浅的体会。     

空间能力研究的历史背景

定义空间能力的方式多种多样,致使我们难以将其含义精确地归结为某一术语。有些学者广义地把空间能力描述为在那些非语言信息加工中的个体差异,而另一些学者则狭义地把它描述为在完成空间测验中的个体差异,由于用以研究空间能力的方法和测量的不同,定义问题变得更为复杂。本文将对空间能力的测量作一简要概述,尽管它类似于因素分析方法学的历史,但由于关系到空间能力的定义,因而,重点在于研究的结果而不在于因素分析方法学的历史本身。     

A quantitative analysis of chain-schedule performance

Six pigeons were trained with a chain variable-interval variable-interval schedule on the left key and with reinforcers available on the right key on a single variable-interval schedule arranged concurrently with both links of the chain. All three schedules were separately and systematically varied over a wide range of mean intervals. During these manipulations, the obtained reinforcer rates on constant arranged schedules also frequently changed systematically. Increasing reinforcer rates in Link 2 of the chain increased response rates in both links and decreased response rates in the variable-interval schedule concurrently available with Link 2. Increasing Link-1 reinforcer rates increased Link-1 response rates and decreased Link-2 response rates. Increasing reinforcer rates on the right-key schedule decreased response rates in Link 1 of the chain but did not affect the rate in Link 2. The results extend and amplify previous analyses of chain-schedule performance and help define the effects that a quantitative model must describe. However, the complexity of the results, and the fact that constant arranged reinforcer schedules did not necessarily lead to constant obtained reinforcer rates, precluded a quantitative analysis.     

Effects of relative reinforcer frequency on complex color detection

Pigeons were trained under a discrete-trials detection procedure in which one of a set of color stimuli was presented on the center key and a single response turned off the stimulus and illuminated two side keys. Single responses to one or the other side key produced occasional reinforcers depending on the value of the color stimulus. In Experiment 1, one color-stimulus set comprised 559, 564, 569, and 574 nm, and right-key pecks were occasionally reinforced following presentations of members of this set. The other stimulus set comprised 579, 584, 589, and 594 nm, and left-key pecks were occasionally reinforced following presentations of members of this set. Across seven experimental conditions, the left/(left + right) relative reinforcer frequency was varied from .1 to .9. In Experiment 2, one stimulus set contained only one member, 574 nm, and right-key responses were occasionally reinforced following its presentation. Over 12 experimental conditions, two manipulations were carried out. First, the number of stimuli comprising the other stimulus set was increased from one (579 nm) to two (579 and 584 nm) to three (579, 584, and 589 nm) and to four (579, 584, 589, and 594 nm), and left-key responses were reinforced occasionally following center-key presentations of members of this set. Second, for each stimulus combination, the left/(left + right) relative reinforcer frequency was varied from .1 to .5 to .9 across three experimental conditions. The principal finding of Experiments 1 and 2 was that reinforcers and stimuli interacted in their effects on behavior. In Experiment 3, pairs of adjacent stimuli (5 nm apart) in the range 559 to 594 nm were presented in each experimental condition, and the left/(left + right) relative reinforcer frequency was held constant at .5. The data from all three experiments were analyzed according to a detection model describing performance in multiple-stimulus two-response procedures. This model provided independent measures of stimulus discriminability, contingency discriminability, and bias. The analysis showed that (a) consistent with the color-naming function, pigeons were better able to discriminate between higher nanometer values than lower nanometer values; (b) their ability to discriminate between the stimuli was independent of the number of wavelengths comprising each stimulus set; (c) they allocated delivered reinforcers very accurately to the previously emitted response; and (d) no consistent biases emerged.     

Algorithmic shaping and misbehavior in the acquisition of token deposit by rats

In two experiments, rats were trained to deposit ball bearings down a hole in the floor, using an algorithmic version of shaping. The experimenter coded responses expected to be precursors of the target response, ball bearing deposit; a computer program reinforced these responses, or not, according to an algorithm that mimicked the processes thought to occur in conventional shaping. In the first experiment, 8 of 10 rats were successfully shaped; in the second, 5 of 5 were successfully shaped, and the median number of sessions required was the same as for a control group trained using conventional shaping. In both experiments, “misbehavior,” that is, excessive handling and chewing of the ball bearings, was observed, and when the algorithmic shaping procedure was used, misbehavior could be shown to occur in spite of reduced reinforcement for the responses involved.     

Functional classes and equivalence relations

Three adult subjects were taught a set of two-choice simultaneous discriminations, with three positive and three negative stimuli; all possible combinations of positive and negative stimuli yielded nine different pairs. The discriminations were repeatedly reversed and rereversed, the former positive stimuli becoming negative and the former negative stimuli becoming positive. With all subjects, a reversal of the contingencies for one pair of stimuli became sufficient to change their responses to all of the other pairs. The reversals had produced functional stimulus classes. Then, all subjects showed conditional discriminations emerging between members of a functional class; given a sample from one class and comparisons from both classes, they selected the comparison that was in the same class as the sample. Next, 2 of the subjects showed that the within-class conditional relations possessed the symmetric and transitive properties of equivalence relations; after having been taught to relate new stimuli to existing class members, the subjects then matched other class members to the new stimuli. Subsequent tests of two-choice discriminations showed that the conditional discriminations had transferred functional class membership to the new stimuli. The 3rd subject, who did not show equivalence relations among functional class members, was also found to have lost the within-class conditional relations after the equivalence tests.     

我所说的科学唯物主义

“唯物主义”一词含义模糊:它既指一种道德学说,又指一种哲学,并且确实指一种完整的世界观。道德唯物主义相当于快乐主义,或相当于那种让人们仅仅追求自身快乐的学说。哲学唯物主义认为,实在的世界完全是由物质的东西构成的。从逻