The noctes Atticae of Aulus Gellius contain almost all the ancient paradoxes. Nevertheless, in comparison with his philosophical sources, the author shows a shift in the perspective of his approach. He analyses the `master argument' of Diodorus Chronus only from an ethical point of view and, among the seven paradoxes attributed to Eubulides of Milet, he quotes the `heap' as an absurdity (absurdum), the `horned one' and the `not-someone' as a trap (captio), the `liar' as a sophism (sophisma). Following the advice of Cynics, Gellius mistrusts deceptive manoeuvres, which highlight gaps in binary logic. At the same time, however, he is interested in argumentative structures, which lead one of two opponents on to victory. The extensive report of the quarrel between Protagoras and Evathlus, and many observations of Gellius on convertible forms of reasoning in literary texts fall within this rhetorical field. 相似文献
Confirmatory factor analyses (CFAs) typically fail to support the a priori 5-factor structure of Big Five self-report instruments, due in part to the overly restrictive CFA assumptions. We show that exploratory structural equation modeling (ESEM), an integration of CFA and exploratory factor analysis, overcomes these problems in relation to responses to the 44-item Big Five Inventory (BFI) administered to a large Italian community sample. ESEM fitted the data better and resulted in less correlated factors than CFA, although ESEM and CFA factor scores correlated at near unity with observed raw scores. Tests of gender invariance with a 13-model taxonomy of full measurement invariance showed that the factor structure of the BFI is gender-invariant and that women score higher on Neuroticism, Agreeableness, Extraversion, and Conscientiousness. Through ESEM one could address substantively important issues about BFI psychometric properties that could not be appropriately addressed through traditional approaches. 相似文献
This study examined siblings’ knowledge about the teaching concept during naturalistic teaching contexts, wherein children’s communicative interactions were used as a gateway to their social understanding (Turnbull, Carpendale, & Racine, 2009). Participants included 39 sibling dyads (older age group, Mage = 6;4; younger age group, Mage = 4;5) observed for six 90-min sessions at home. Teaching episodes were identified and coded for: a) initiation of teaching (i.e., assumes role or learner requests teaching), b) knowledge states (i.e., knowledge, lack of knowledge, questioning knowledge), c) transfer of knowledge (i.e., learning), and d) teaching strategies (e.g., direct instruction). Children who assumed the teaching role referenced knowledge and questioning knowledge, whereas learners requested teaching by referencing a lack of knowledge. Firstborn learners were more likely to reference knowledge versus second-born learners who referenced a lack of knowledge. Transfer of knowledge occurred when teachers referenced knowledge. When learners referenced knowledge states, teachers were more likely to use direct instruction, demonstration, and negative feedback. Results underscore the developmental significance of sibling teaching and demonstrate a novel approach to studying children’s social understanding in the teaching context (Turnbull et al., 2009). 相似文献
Two studies assessed the predictive validity of implicit political attitudes in relation to voting behavior. In Study 1 , we demonstrated the validity of the adopted measure (i.e., the IAT; Greenwald, McGhee, & Schwartz, 1998 ) with a sample of voters who clearly sided with one of the opposing parties. In Study 2 , implicit political preferences were measured in a sample of undecided voters one month before the election, and actual voting behavior was assessed immediately after the election. Results demonstrated that implicit political attitudes were good predictors of future voting behaviors. These findings support the hypothesis of the presence of embryonic attitudes even in the case of those voters who at the explicit and conscious level deny any preference for one of the two opposing candidates. 相似文献
Male goalkeepers of intermediate skill level attempted to stop penalty kicks executed with the instep and inside foot, in
situ. A mobile eye tracker and an external camera were used to collect the gaze and motor behaviors of the goalkeepers, as
well as the penalty takers’ motor behaviors and flight of the ball. Percent saves was greater during instep (28%) than inside
foot kicks (12%), but we detected few differences in fixation frequency, location, duration, or transitions that could be
attributed to the type of kick used. Fixation transitions (or the frequency of gaze shifts between locations) were significantly
higher on goals than on saves. During the final phase of the kicking action, the quiet eye was located on the visual pivot
and was longer during saves than goals. Furthermore, when the final fixation on the ball exceeded approximately 1,100 ms,
then the likelihood of goals increased. The results are discussed in light of past studies in goaltending and the dual demands
of motor tasks that require information be fixated both early and late at spatial locations that exceed the limits of focal
vision. 相似文献
Colours carry social connotations like pink for girls and blue for boys. In a cross-sectional study, we investigated whether such early gender coding might be reflected in absolute colour preferences in children and adults of both genders. In two studies, participants selected their favourite (and least favourite, Study 2) colour from an unrestricted sample of colours. We tested 129 Swiss children (Study 1, 10–14 years-old, 68 boys) and 180 Swiss adults (Study 2, 17–48 years-old, 88 men). In children, we observed that girls chose pink/purple as their favourite hue more often than boys did, the most common favourite hue in girls and boys was blue, and boys chose red as their favourite more often than girls did. In adults, we observed that both genders almost never choose pink as their favourite, blue was a common favourite colour, and women were more likely to favour red than were men. In an additional study (n?=?183 Swiss participants, 47 men), we tested whether liking of pink, blue, and red was related to emotion associations with these colours. Pink was associated with positive emotions to the same extent as blue and red. Women further associated more positive emotions with pink than did men. We conclude that some commonalities (blue) and gender differences (pink and red) exist in absolute colour preferences. These differences, however, cannot be fully accounted by emotional associations. We speculate about these gendered colour preferences in relation to gender stereotypes and status differences between men and women.