罗任等教授谈苏联40年来哲学的发展

列宁格勒大学哲学系于1957年11月25—29日举行了学术会议,纪念伟大的十月社会主义革命四十周年。符·普·罗任教授作了“四十年来马克思列宁主义哲学的发展”的报告。报告分为三个部份。在第一部份“社会主义社会理论的创立和发展”中,报告人着重指出,在伟大的十月社会主义革命胜利之后,历史唯物主义问题被提到了首要地位,因为在我国建设社会主义当时已经成为我国亿万劳动人民的实际的、迫切的和创造性的事业。以伟大领袖列宁为首的、在战斗中经过考验和     

俄国哲学的本质和主题

当我们谈到“俄国哲学”时,我们必须首先更确切地界定“哲学”通常意味着什么,以及这个概念在什么意义上被使用。当然,“哲学”——或者勿宁说,以通常的具有学派倾向的、系统的形式出现的哲学著作(在西方,这是哲学的标准表现方式)在俄国存在过并存在着。     

Distributed planning of movement sequences

Three experiments are reported that examine whether fast finger-tapping sequences are entirely planned before execution starts (advance planning), or if they can be started while planning is still under way (distributed planning). Subjects performed finger tapping sequences of three to eight taps at a high rate, under both simple and 2-choice reaction time (RT) conditions. The sequences differed in the location of an accentuated element within them. The RT to choose between sequences with different accent locations progressively decreased as an inverse function of the time-distance between the initial tap and the first point at which the alternative sequences differed. The shortening in choice reaction time (CRT) was never accompanied by noticeable changes in the inter-response times or force patterns of the tapping sequences. The RT to initiate sequences with accent location known beforehand (SRT condition) showed, in two of three experiments, a weak decreasing trend as the accentuated tap shifted away from the beginning of the sequence. The SRT results suggest a possible predominance of advance planning when the same sequence is repeated over a series of trials. The CRT results are taken as evidence that planning of the sequence beyond the unpredictable tap could be distributed before and after sequence initiation. Several factors are discussed that may influence the balance between planning in advance of, and planning in parallel with, sequence execution.     

Concurrent-schedule performance: Effects of relative and overall reinforcer rate

Six pigeons were trained to respond on two keys, each of which provided reinforcers on an arithmetic variable-interval schedule. These concurrent schedules ran nonindependently with a 2-s changeover delay. Six sets of conditions were conducted. Within each set of conditions the ratio of reinforcers available on the two alternatives was varied, but the arranged overall reinforcer rate remained constant. Each set of conditions used a different overall reinforcer rate, ranging from 0.22 reinforcers per minute to 10 reinforcers per minute. The generalized matching law fit the data from each set of conditions, but sensitivity to reinforcer frequency (a) decreased as the overall reinforcer rate decreased for both time allocation and response allocation based analyses of the data. Overall response rates did not vary with changes in relative reinforcer rate, but decreased with decreases in overall reinforcer rate. Changeover rates varied as a function of both relative and overall reinforcer rates. However, as explanations based on changeover rate seem unable to deal with the changes in generalized matching sensitivity, discrimination accounts of choice may offer a more promising interpretation.     

August Dvorak (1894-1975): Early expressions of applied behavior analysis and precision teaching

August Dvorak is best known for his development of the Dvorak keyboard. However, Dvorak also adapted and applied many behavioral and scientific management techniques to the field of education. Taken collectively, these techniques are representative of many of the procedures currently used in applied behavior analysis, in general, and especially in precision teaching. The failure to consider Dvorak's instructional methods may explain some of the discrepant findings in studies which compare the efficiency of the Dvorak to the standard keyboard. This article presents a brief background on the development of the standard (QWERTY) and Dvorak keyboards, describes parallels between Dvorak's teaching procedures and those used in precision teaching, reviews some of the comparative research on the Dvorak keyboard, and suggests some implications for further research in applying the principles of behavior analysis.     

出生次序与发散性思维

本研究以大量智力超群和智力一般的儿童(N=234)为被试,采用五个发散性思维测验和用于考察出生次序与兄弟姐妹人数、性别、年龄之相互作用的多变量分析方法,探讨了出生次序和创造力之间的关系.     

九十年代的心理学:潮流与挑战

在1990年,人们可能会期望心理学家以从未有过的巨大热情来关注个体和群体的理性机制问题,据此,我们可以来解释威胁着我们的全球性危机,诸如核武器竞赛等。安全系统的心理学研究需要控制这些有可能膨胀的威胁。然而,这或许会导致心理学中“科学”与“人文”倾向之间紧张度的增加。另一方面,我们也能够期望有更认真的尝试,通过分析心理学的哲学背景,发展一种历史的心理学,在社会心理学的帮助下,通过沟通不同的分支,可产生一种综合的心理学。     

天才大脑机制的神经学研究

天才是指那些在创造力和技巧方面有特殊才能或倾向,以及具有非凡成就的极少数个体。人们认为天才的最普遍特征是智商(IQ)高,创造力强,并有强烈的动机感(承担任务)。本文对目前有关智能及创造力的脑研究知识作一个综述,包括脑电波(EEG)的生理测量,脑功率谱分析,大脑诱发电位和阳离子发射层面x射线照相术,并考虑了现存的矛盾、争议、正式假说和研究中的争端问题。我们特别对脑电波动力学的确定性功能加以阐述,提出了一个天才认知组织和大脑加工过程层次的混沌模型。     

身体姿式在表义方面的跨文化研究

在两项研究中,我们检验了用以判断姿式的维度结构的跨文化的适用性。在研究一中,686名日本被试用16个在意义上相差5个点的量表项目对40种姿式的表达进行了评定。被试在假设的双重情景中推断出一个编码人对自身(即对被试解码)的态度。一个主要成分的因素分析为三个独立的维度提供了证据,这三个独立维度与施洛斯伯格(1954)、奥斯古德(1966)和威廉姆斯与桑德恩(1965)所提出的类似。这三种因素被称为自我满足因素、人际间的积极因素和人际意识因素。在研究二中,336个日本学生用16个相差5个点的项目对40种姿式表达再度进行了评定,但对假设的编码人的身份试图加以控制。这项研究基本上重复了研究一的结果。有趣的是虽然我们发现了与西方所做的研究中相同的因素,但在我们的研究中,因素的顺序与以前的研究正好相反。本文对这些发现在维持人类关系中根据所提出的文化差异进行了讨论。