科学实践的规范性:劳斯的规范性元理论述评

一自然主义与规范性问题当代自然主义在科学哲学的复兴主要归功于20世纪60年代蒯因(W.V.O.Quine)与库恩(T.Kuhn)的工作。蒯因旨在摆脱传统基础主义认识论的困境而提倡“自然化认识论”,把人类科学当做一种自然现象,像研究任何其他自然现象一样,运用科学方法来研究科学,从而主张     

弈棋风格的结构研究

弈棋风格是指弈者在围棋活动中所表现出来的一致的、稳定的方式和行棋特点.通过对弈棋风格的形容匈评定数据进行探索性因素分析和验证性因素分析,研究得到弈棋风格结构的五个因素(维度),即严谨稳健、机敏轻灵、好胜力战、大局观和犹豫忍让.     

五台山佛俗民情年落幕

【本刊讯】舞龙灯,耍狮子,敲大鼓,扭秧歌……农历正月十八,五台山第四届佛俗民情年活动在喧天锣鼓声和载歌载舞的民间文艺节目汇演中落下帷幕。期间,景区推出的佛俗民情活动每天都吸引着成千上万的游客信士前往进香朝拜、旅游过节,极大的缩短了旅游淡季时间,再次彰显出佛教名山、国家知名旅游区冬季旅游的独特魅力。     

新生儿情绪性语音加工的正性偏向——来自事件相关电位的证据

准确解码语音中的情绪信息能让个体更好地适应社会环境, 此能力对新生儿和婴儿尤其重要, 因为人类刚出生时听觉系统远比视觉系统发育得完善。虽然已有研究表明5~7月龄的婴儿能分辨不同情绪种类的语音, 但目前对新生儿的研究还非常少。人类是否在出生时即具有分辨不同种类情绪性语音的能力?新生儿对情绪的加工是否存在正性或负性偏向?本文选用odd-ball范式考察高兴、恐惧、愤怒三种韵律性语音在1~6天龄新生儿大脑中诱发的事件相关电位。实验1直接对比三种情绪性条件, 发现新生儿大脑的额区(F3和F4电极点)可以区分情绪性语音的正负性, 正性(高兴)语音诱发的“失匹配反应”幅度明显大于负性(愤怒和恐惧)语音。实验2采用偏差和标准刺激反转的odd-ball范式, 证实了实验1的结果并非源于三种情绪语音物理属性的差异。本文的结果提示, 新生儿大脑可自动辨别正性与负性情绪语音, 但尚不能将愤怒和恐惧两种负性语音区分开来。更重要的是, 高兴语音比两种负性语音诱发了更大的失匹配反应, 这一结果首次从神经学层面(电生理指标)为新生儿情绪性语音加工的正性偏向提供了证据。     

Gender-Based Measurement Invariance of the Emotion Regulation Questionnaire for Children and Adolescents

The aim of this study was to evaluate the measurement invariance of the Chinese version of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA; Gullone and Taffe (Psychological Assessment, 24(2), 409–417, 2011)) across gender. A total of 1388 Chinese adolescents (48.1% males), ranging in age from 11 to 16 years (M = 12.9, SD = 1.09) were recruited from four Chinese middle schools and completed the ERQ-CA. The Cronbach’s α values, omega coefficients, and item-total correlations for the two subscales of the ERQ-CA indicated adequate internal consistency reliability. The results of confirmatory factor analysis and multi-group confirmatory factor analysis revealed that all configural, metric, scalar, and partial strict invariance models provided acceptable fit to the data. The result of latent means analysis demonstrated statistically non-significant differences between boys and girls. In conclusion, these findings suggest that the ERQ-CA displays appropriate measurement invariance across gender for Chinese youth of ages 11 to 16.

     

Cultural Differences in Preference for Entertainment Messages That Induce Mixed Responses of Joy and Sorrow

Two cross‐cultural studies were conducted to explore how affective states from viewing favorite entertainment messages vary as a function of culture. Koreans were more likely than U.S. Americans to prefer entertainment messages that induce conflicting responses (e.g., feeling positive and negative, laughing and crying). Furthermore, this cultural difference was larger for positively valenced (i.e., comedy) than for negatively valenced message (i.e., sad films). Naïve dialecticism held by East Asians that treats these contradictory responses as balance, harmony, and moderation was introduced as a plausible explanatory mechanism.     

The Influence of Early Efficacy Beliefs on Teams' Reactions to Failing to Reach Performance Goals

Although a considerable amount of theoretical and empirical attention has been devoted to understanding individuals' responses to goal–performance discrepancies (GPDs), little attention has been devoted to examining how teams respond to GPDs. The present research sought to examine how teams responded to negative GPDs. We predicted that failing to reach higher goals would be perceived as less negative than failing to reach lower goals, and we examined the moderating influence of setting higher versus lower goals on how teams responded to performance that fell short of those goals. We also examined the role that efficacy beliefs that were formed early in those teams played in further explaining these effects. Results from 94 teams who all failed to reach self‐set goals revealed that teams that failed to reach higher goals downwardly revised their goals less than teams that failed to reach lower goals. Early efficacy beliefs further explained these effects. High efficacy beliefs lessened the negative effects of failing to reach lower goals on subsequent goals. High efficacy beliefs also lessened the negative effects of failing to reach higher goals while low efficacy beliefs strengthened the negative effects of failing to reach higher goals. The implications of these findings for theory, research, and practice are discussed.     

Embodied attention and word learning by toddlers

Many theories of early word learning begin with the uncertainty inherent to learning a word from its co-occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist's view nor the mature partner's view, but is rather from the learner's personal view. Here we show that when 18-month old infants interacted with objects in play with their parents, they created moments in which a single object was visually dominant. If parents named the object during these moments of bottom-up selectivity, later forced-choice tests showed that infants learned the name, but did not when naming occurred during a less visually selective moment. The momentary visual input for parents and toddlers was captured via head cameras placed low on each participant's forehead as parents played with and named objects for their infant. Frame-by-frame analyses of the head camera images at and around naming moments were conducted to determine the visual properties at input that were associated with learning. The analyses indicated that learning occurred when bottom-up visual information was clean and uncluttered. The sensory-motor behaviors of infants and parents were also analyzed to determine how their actions on the objects may have created these optimal visual moments for learning. The results are discussed with respect to early word learning, embodied attention, and the social role of parents in early word learning.     

The effects of functional group counseling on inspiring low-achieving students' self-worth and self-efficacy in Taiwan

In this study, we investigated the effects of functional group counseling on inspiring low achievers' self-worth and self-efficacy in Taiwan. Forty-three 10th grade low-achieving students volunteered as the Experimental Group to join a 24-week intervention, which integrated and utilized functional group counseling; another 51 10th grade low-achieving students volunteered to be Comparison Group I. In addition, 43 10th grade moderate or high academic achieving students volunteered to be Comparison Group II. All participants completed the Vocational School Student Questionnaire at the beginning and end of this study to measure their self-worth and self-efficacy. In addition, six target students (two boys and four girls) with the lowest total scores on self-worth or self-efficacy in the pretest were selected from the Experimental Group to be interviewed at the end of the intervention and observed weekly. Analyses of variance, analyses of covariance, and paired t-tests assessed the similarity and differences among groups. The initial findings were as follows: Experimental group students had significantly higher scores on self-efficacy and self-worth than both Comparison Group I and Group II students and functional group counseling was shown to significantly affect the low-achieving students. Qualitative results from interviews and observations were used for triangulation and consolidation of quantitative results. Implications of the study included the recommended use of functional group counseling with low-achieving students.     

TEACHING CHILDREN WITH AUTISM SPECTRUM DISORDER TO MAND FOR INFORMATION USING “WHICH?”

We examined a procedure consisting of a preference assessment, prompting, contrived conditioned establishing operations, and consequences for correct and incorrect responses for teaching children with autism to mand “which?” We used a modified multiple baseline design across 3 participants. All the children learned to mand “which?” Generalization occurred to the natural environment, to a novel activity, and to a novel container; the results were maintained over time.Key words: mand for information, verbal behavior, verbal operant, whichContrived motivating operations have been used to teach mands for information to children with autism, including the mands “what?” (e.g., Williams, Donley, & Keller, 2000), “where?” (e.g., Betz, Higbee, & Pollard, 2010; Lechago, Carr, Grow, Love, & Almason, 2010), and “who?” (e.g., Endicott & Higbee, 2007; Sundberg, Loeb, Hale, & Eigenheer, 2002). More recently, researchers have examined the effects of contriving establishing operations (CEOs) in four different ways to teach children with autism to acquire the mands “what?” (Marion, Martin, Yu, & Buhler, 2011; Roy-Wsiaki, Marion, Martin, & Yu, 2010) and “where?” (Marion, Martin, Yu, Buhler, & Kerr, in press). Like the mands “what?” and “where?,” the mand “which?” is a mand for information that gives the speaker the ability to gather specific information regarding an item (e.g., “Which book is mine?”). Given the dearth of research that has examined interventions to teach mands for information using “which?,” the purpose of the present study was to extend the work of Marion et al. (2011, in press) by contriving one of four CEOs for teaching the mand “which?” to children with autism, and to assess for generalization to the other CEOs, the natural environment, and over time.