The role of linguistic labels in inductive generalization

What is the role of linguistic labels in inductive generalization? According to one approach labels denote categories and differ from object features, whereas according to another approach labels start out as features and may become category markers in the course of development. This issue was addressed in four experiments with 4- and 5-year-olds and adults. In Experiments 1 to 3, we replicated Yamauchi and Markman’s findings with adults (Journal of Memory and Language, 1998, Vol. 39, pp. 124–148, and Journal of Experimental Psychology: Learning, Memory, and Cognition, 2000, Vol. 26, pp. 776–795) and extended the paradigm to young children. In Experiment 4, we compared effects of labels with those of highly salient visual features. Overall, results of these experiments provide strong support for the idea that early in development labels function the same way as other features, but they may become category markers in the course of development. A related finding is that whereas categorization and induction may be different processes in adults, they seem to be equivalent in young children. These results are discussed with respect to theories of development of inductive generalization.     

On Whether B-Theoretic Atheists Should Fear Death

In this paper I revisit a dispute between Mikel Burley and Robin Le Poidevin about whether or not the B-theory of time can give its adherents any reason to be less afraid of death. In ‘Should a B-theoretic atheist fear death?’, Burley argues that even on Le Poidevin’s understanding of the B-theory, atheists shouldn’t be comforted. His reason is that the prevalent B-theoretic account of our attitudes towards the past and future precludes treating our fear of death as unwarranted. I examine his argument and provide a tentative defense of Le Poidevin. I claim that while Burley rightly spots a tension with a non-revisionary approach to our ordinary emotional life, he doesn’t isolate the source of that tension. The real question is how to understand Le Poidevin’s idea that on the B-theory, we and our lives are ‘eternally real’. I then suggest that there is a view of time that does justice to Le Poidevin’s remarks, albeit a strange one. The view takes temporal relations to be quasi-spatial and temporal entities to exist in a totum simul.     

Cross-Cultural Examination of Psychopathy Network in Chinese and U.S. Prisoners

Journal of Psychopathology and Behavioral Assessment - Although psychopathic personality has been described as a syndrome comprising three or four distinct personality domains, there is still no...     

基于正则化的探索性中介分析:原理与应用

探索性中介分析被定义为从变量集合中筛选潜在中介变量的方法,该方法能在缺乏理论基础的情况下帮助研究者从数据中挖掘潜在中介机制,提供模型构建上的指导。本文介绍了一种基于正则化的探索性中介分析方法XMed(exploratory mediation analysis via regularization)。相比于传统探索性中介分析方法,XMed具有检验力更高、所需样本量更小、能高效地处理高维数据等优点,在认知神经科学、临床心理学等心理学领域有较大的应用潜力。本文主要介绍XMed的原理和实现过程,并通过实例分析展示该方法的应用。     

当代中国大众传媒的伦理向度

当代中国,大众传媒处在一个经济市场化、政治民主化、价值多元化的境遇中,这种生存境遇导致了大众传媒及其实践活动存在着不容忽视的伦理问题,主要表现为道义与功利的冲突、自由与责任的冲突、价值取向多元化与价值导向一元化的冲突、世俗性与超越性的冲突。要促进大众传媒的健康发展,就必须坚持道义与功利的统一、自由与责任的统一、价值取向多元化与价值导向一元化的统一、世俗性与超越性的统一四重伦理向度。     

罗尔斯的公共理性理论及其与正义理论的关系

公共理性是罗尔斯在完善其正义理论的过程中提出的重要理念,但它并不是一个前后一致的理论,它只是在本初意图上是罗尔斯正义理论的组成部分,后来逐渐演变成具有相对独立性的理论形态。罗尔斯之所以将公共理性理论脱离原有的正义理论,在于其正义理论的失败。     

形而上学的原初“制作”——西方哲学诞生的技术现象学考察

探讨形而上学的原初制作,意味着要从技艺的角度去追问原初形而上学的构造。本文拟从语言技艺的技术现象学视域,来尝试探索从柏拉图到亚里士多德之原初形而上学制作的隐秘。一、原初形而上学与语言技艺一般认为,形而上学的形成以巴门尼德的存在学说为其开端,中经苏格拉底-柏拉图的理念论,在亚里士多德的形而上学中初步完成。(张志伟等,第16页)这个观点并非没有争议。譬如,     

基督教与川康民族地区的禁毒努力(1939-1949)

川康地区是近代中国烟毒泛滥的重灾区,在该地区从事传教活动的基督教传教士,不仅致力于禁烟的宣传工作,还采取积极措施劝导边民及协助政府禁烟。传教士不仅帮助政府对边地烟毒屡禁不止的原因进行深入分析,积极参与到禁烟的具体行动中,而且还帮助政府处理与禁戒烟毒有关的善后事宜。传教士的禁烟措施改变了边地民众吸食大烟的恶习,促进了边民的身体健康,有利于边地社会的稳定和发展;改善了政府与边地的紧张关系,使边民对政府的信任度增强;密切了边民与基督教的关系,便于基督教会各种活动的开展。     

数学学习困难初中生的记忆广度特点

记忆广度包括短时记忆广度和工作记忆广度,为揭示数学学习困难学生认知缺损特点,筛选103名初中生（平均年龄12.57岁）,比较数学困难学生（49名）与数学优秀学生（54名）的记忆广度差异,通过词语系列任务、阅读广度任务以及倒背数字任务,分别测查了短时记忆、言语工作记忆以及数字工作记忆。结果发现,数困组与优秀组的学生在词语系列任务中没有显著差异（t＝-1.59, p>.05）,在阅读广度任务中,具有显著差异（t＝-2.38, p<.05）,在倒背数字任务中具有极其显著的差异（t＝-4.69, p<.01）。阅读广度和倒背数字之间具有显著相关(r=.24, p<.05),词语系列任务与阅读广度(r=.19, p>.05)和倒背数字任务(r=.05, p>.05)之间不存在显著相关。研究表明,在具有干扰情况的任务更能有效预测数学成绩,数学学习困难的认知缺损主要是对抗干扰的能力不足,而非简单的短时记忆广度。     

心理控制源在时间管理倾向影响唤起性、回避性两类拖延行为中的不同中介作用

拖延行为在大学生中相当普遍。以624名大学生为被试,采用结构方程模型的方法,本研究考察了时间管理倾向、心理控制源对唤起性、回避性2类拖延行为的综合影响。结果发现对于唤起性拖延,心理控制源中的内控型有负向直接影响,而机遇控制型则有正向直接影响;对于回避性拖延,权威控制型有正向直接影响。同时,时间管理倾向负向影响唤起性拖延和回避性拖延,其中对唤起性拖延的影响是通过心理控制源中的内控型和机遇控制型的完全中介作用实现的,以内控型为中介是其主要影响路径;对回避性拖延的影响则是存在着直接影响和以心理控制源中的权威控制型为中介来间接影响两条路径,直接影响是主要影响路径。