Reading spaced and unspaced Chinese text: evidence from eye movements

Native Chinese readers' eye movements were monitored as they read text that did or did not demark word boundary information. In Experiment 1, sentences had 4 types of spacing: normal unspaced text, text with spaces between words, text with spaces between characters that yielded nonwords, and finally text with spaces between every character. The authors investigated whether the introduction of spaces into unspaced Chinese text facilitates reading and whether the word or, alternatively, the character is a unit of information that is of primary importance in Chinese reading. Global and local measures indicated that sentences with unfamiliar word spaced format were as easy to read as visually familiar unspaced text. Nonword spacing and a space between every character produced longer reading times. In Experiment 2, highlighting was used to create analogous conditions: normal Chinese text, highlighting that marked words, highlighting that yielded nonwords, and highlighting that marked each character. The data from both experiments clearly indicated that words, and not individual characters, are the unit of primary importance in Chinese reading.     

Intentional forgetting is easier after two "shots" than one

Three experiments evaluated whether the magnitude of the list-method directed forgetting effect is strength dependent. Throughout these studies, items were strengthened via operations thought to increase context strength (spaced presentations) or manipulations thought to increment the item strength without affecting the context strength (processing time and processing depth). The assumptions regarding which operations enhance item and context strength were based on the "one-shot" hypothesis of context storage (K. J. Malmberg & R. M. Shiffrin, 2005). The results revealed greater directed forgetting of strong items compared with weak items, but only when strength was varied via spaced presentations (Experiment 3). Equivalent directed forgetting was observed for strong and weak items when strengthening operations increased item strength without affecting the context strength (Experiments 1 and 2). These results supported the context hypothesis of directed forgetting (L. Sahakyan & C. M. Kelley, 2002).     

格义探微

"格义"乃中土佛教学者诠解融通佛教思想学说之阶段性方法.本文通过"格义"史实与方法之考述探察,认为"格义"包括注经解经之"配说",名相概念之"拟配",性空逍遥之"炉冶".法雅"以经中事数拟配外书"之概念比配之格义不足以全当"格义"之名,以之为基础所作"格义"之广狭义或基本义与引申义之区分并不恰切."格义"方法之演进实文化交互之必然.格义方向之正反或顺逆,应于文化交互之历史情景与历史意义上言之.     

科学哲学

本文首先讨论科学哲学的起源与重要性。其次,本文考察如下基本问题：理论客体的实在论性、理论与经验的区分、科学解释、归纳、科学检验等等。本文所涉及的观点包括实在论与反实在论、科学解释的不同模型、证实主义与证伪主义、亚决定论、整体论、被理论渗透的经验、不可公度性等等。本文所涉及的学派包括逻辑经验（实证）主义、实在论及关于科学的实用主义、历史（科学史）转向与相对主义。最后,笔者会谈一谈科学哲学的新近发展方向及笔者对其在中国与西方将来发展的前瞻。     

山东大道教考

山东地区自古以来素有神仙信仰,齐文化更是道教思想的主要来源;在道教发展史上,山东也是道教传播的重要地区.金代,中国北方兴起了三个新的道教派别:太一教、大道教和全真教.其中全真教与山东关系密切,这已为学界所熟知;而大道教和太一教与山东的关系,由于材料稀少而不为学者所重视.本文仅以目前所知的有限的材料为依据,对大道教在山东传播和发展的情况,做一简要的考察.     

大中小学生内隐序列学习的发展性研究

采用序列学习的研究范式,对大中小学生的序列反应时和序列生成成绩进行测量,结果表明:(1)大中小学生均能在序列学习中获得序列规则。(2)采用比例测量方法,大中小学生的序列反应时无显著差异。(3)大中小学生的序列生成成绩是不同的,包含成绩随着年级升高而上升,排除成绩则不随年级变化;小学生包含和排除成绩无显著差异,而中学生和大学生的差异逐渐加大。说明序列学习的意识成分随年级的升高而增加。     

高效率学习的心理机制研究

本课题通过一系列研究,发现要实现高效率学习,应在知识呈现符合学生认识规律的情况下,具备以下五个主要心理要素:选择性注意是实现高效率学习的前提,元认知是高效率学习的监控系统,非智力因素是高效率学习的动力源泉,学习策略是实现高效率学习的保障,内隐认知,特别是内隐学习是高效率学习的特殊形式。     

The influence of directional associations on directed forgetting and interference

Two experiments examined how cross-list directional associations influenced list-method directed forgetting and the degree of interference observed on each list. Each List 1 item had a (a) bidirectionally related item on List 2 (chip <----> potato), (b) forward association with an item on List 2 (chip --> wood), (c) backward association from an item on List 2 (chip <-- chisel), or (d) no relationship with List 2 items. The results revealed that associative relationships that eliminated retroactive interference in the baseline condition also eliminated the directed forgetting costs. In contrast, associative relationships did not affect List 2 recall in the forget group, which remained unchanged across experimental conditions. However, certain conditions reduced proactive interference in the remember group, thereby eliminating the benefits of directed forgetting. The directed forgetting costs and benefits were observed independently of each other. The authors propose that these effects emerged from a combination of item and context strengthening induced by different associative directions.     

青少年学校满意度发展特点及其对学校归属感的预测

采用问卷法对1093名青少年进行调查,考察了青少年学校满意度的特点及学校满意度对学校归属感的预测。结果发现:1)青少年在学校满意度六个维度的均值排列顺序由高到低依次为:同学关系、师生关系、教学、学校管理、成就、课业学习。2)不同性别、年级、学习成绩的青少年在学校满意度各维度上的满意情况不同。3)青少年学校满意度和学校归属感紧密相关。年级、学习成绩、学校满意度均对学校归属感具有显著预测作用。     

教育学视角下的王重阳道教义理解读

本文尝试从教育学的视角,对王重阳的道教义理加以分析,认为它是以儒、佛、道三家的文化核心为主体而组成的一个稳定的精神流程。它以对个体的生命关怀和维护现存的社会秩序为基本旨趣,以立人、达人和陶冶人格为核心内容,形成一种能够实现自我满足、自我平衡的深层文化机制。王重阳道教义理所体现出的教育意蕴对我们建设有中国特色的社会主义新伦理和当今教育改革具有一定的借鉴和启示。