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51.
Don Ihde 《Man and World》1997,30(3):369-381
Within the Euro-American community of philosophers relating hermeneutics to science there is a considerable disagreement about where hermeneutics may be located. The older traditions hold that hermeneutics apply to and are limited to the social, cultural, and historical dimensions of science. But newer approaches claim that hermeneutics applies to the very praxis of science and to the constitution of scientific objects. This paper sides with the latter perspective and argues that a tendency to retain vestigial positivist interpretations of science keeps the older tradition from seeing hermeneutics as deeply embedded in science praxis. After arguing this point historically, I turn to a hermeneutic recuperation of science, first by drawing from the hermeneutic approach of Joseph Rouse, and then by the hermeneutic constructionism of Bruno Latour. I finally turn to what I term technoconstruction in science, particularly in imaging processes, to show concrete cases of the hermeneutic preparation of scientific objects. I conclude that contemporary science has exceeded its earlier modernist framework and now operates in a constructionist-hermeneutic framework. 相似文献
52.
The philosophy of chemistry has been sadly neglected by most contempory literature in the philosophy of science. This paper argues that this neglect has been unfortunate and that there is much to be learned from paying greater philosophical attention to the set of issues defined by the philosophy of chemistry. The potential contribution of this field to such current topics as reduction, laws, explanation, and supervenience is explored, as are possible applications of insights gained by such study to the philosophy of mind and the philosophy of social science. 相似文献
53.
Engel JD Kane G Jones DL Lynn-McHale D Swartz M Durbin P Klingen D 《The Journal of medical humanities》1997,18(3):193-208
This study describes the results of a retrospective review of patients' charts who had an advanced directive (AD) and who were hospitalized in a tertiary, acute care teaching hospital. The purpose of the review was to understand from clinical, sociological, ethical and legal perspectives the nature and utility of ADs. Findings and implications of the review are discussed in terms of: patient demographics; diagnoses; quality of ADs; influence of ADs on clinical decisions; and legal aspects of ADs. 相似文献
54.
During the past decade the application of elementary principles of behavior have become a standard in the classroom teacher's repertoire of behavior change strategies. Unfortunately, the application of more advanced principles of behavior derived through basic behavioral research lies as an untapped resource for classroom teachers. Nowhere is this more apparent than in the use of systematic procedures to deliver reinforcers to enhance academic performance. In this paper we provide educators with information on the use of reinforcement schedules in academic settings. Various schedules of reinforcement are presented along with examples of their application in applied settings. 相似文献
55.
The authors summarise the findings of four recent experiments whichexamined childrens capacity to remember a particular occurrence of arecurring event. Issues discussed include the timing of the interview, thetype of errors, the questioning techniques, the age of the child, theconsistency of the childs account, and the impact of an interveninginterview. Implications for professionals who conduct investigatory orevidentiary interviews with child witnesses are discussed and suggestionsfor future research are also offered. 相似文献
56.
Effects of learning contexts on implicit and explicit learning 总被引:1,自引:0,他引:1
Yuh-Shiow Lee 《Memory & cognition》1995,23(6):723-734
Two parallel tasks involving rule learning were identified in Experiment 1A and were used to assess implicit and explicit learning. In both tasks, subjects had to input numbers in order to reach the target values of outputs. The relationship between inputs and outputs was either simple (in the simple task) or complex (in the complex task), and the way in which target values were presented could be in the form of either numbers (in the simple task) or lines (in the complex task). Experiment 1B examined the validity of the explicit measure in the complex task. Experiments 2–4 investigated the interaction between learning contexts and the simple/complex learning tasks. Verbalization and instructions to search for the rules facilitated the simple-task learning and hurt or have no effect on the complex-task learning. In the observational-learning condition, no learning occurred for the simple task, and the complex task learning was impaired. These results suggest that the complex task and simple task involve two distinct learning systems. Other implications are also discussed. 相似文献
57.
Don C. Mitchell Fernando Cuetos Martin M. B. Corley Marc Brysbaert 《Journal of psycholinguistic research》1995,24(6):469-488
Several current models of human parsing maintain that initial structural decisions are influenced (or tuned) by the listener's or reader's prior contact with language. The precise workings of these models depend upon the grain, or level of detail, at which previous exposures to language are analyzed and used to influence parsing decisions. Some models are premised upon the use of fine-grained records (such as lexical cooccurrence statistics). Others use coarser measures. The present paper considers the viability of models based exclusively on the use of fine-grained lexical records. The results of several studies are reviewed and the evidence suggests that, if they are to account for the data, experience-based parsers must draw upon records or representations that capture statistical regularities beyond the lexical level. This poses problems for several parsing models in the literature.Aspects of this work were supported by ESRC grant No. R0023 4062 to Don Mitchell, by a Spanish Government grant DGICVT No. PB-92-0656-C04-02 to Fernando Cuetos, and by the Belgian National Fonds voor Wetenschappelijk Onderzoek, of which Marc Brysbaert is a Research Associate. We are grateful to Chuck Clifton, Barbara Hemforth, Martin Pickering, Matt Traxler, and an anonymous reviewer-all of whom made helpful comments on an earlier draft of the paper. 相似文献
58.
Michelle Bidaut-Russell Wendy Reich Linda B. Cottler Lee N. Robins Wilson M. Compton Richard E. Mattison 《Journal of abnormal child psychology》1995,23(5):641-659
To identify reasons for discrepancies between parent and child reports of child/adolescents's psychiatric symptoms, parents and adolescents (51 pairs) were asked to guess what the other would answer to questions from the PC-DISC about the adolescent's psychiatric symptoms, and to explain why they expected disagreement when the answer they provided for the other was different from their own. Adolescents' explanations for expecting (1) parental denial of symptoms the adolescent reported were: the parent was unaware of, forgot about, assumed the adolescent could not have, or trivialized the symptom; and (2) parental report of symptoms the adolescent denied were: the parent misread or exaggerated the adolescent's symptom, had too high expectations for the adolescent's behavior, put a negative label on or did not trust the adolescent. Parents' reasons for expecting their children to (1) deny symptoms the parents reported were: the adolescent did not remember how s/he felt, lied, did not recognize or minimized the importance or frequency of the symptom; and (2) report symptoms the parents denied were: the adolescent lied, exaggerated the importance of or interpreted the symptom differently.Support for this work was provided by National Institute of Drug Abuse grant number DA-05585 (Dr. Cottler, P.I.), and National Institute of Mental Health grants numbers MH-31302 (Dr. R. C. Cloninger, P.I.) and MH-17104 (Dr. Cottler, P.I.).Address all correspondence, including reprint requests, to Michelle Bidaut-Russell, Ph.D, MPH, MPE, Department of Psychiatry, Box 8134, Washington University School of Medicine, 4940 Children's Place, St. Louis, Missouri 63110. 相似文献
59.
RESPONSE STYLE AND CROSS-CULTURAL COMPARISONS OF RATING SCALES AMONG EAST ASIAN AND NORTH AMERICAN STUDENTS 总被引:8,自引:0,他引:8
Abstract— This report examines cross-cultural differences in response style regarding the use of rating scales Subjects were high school students 944 from Sendai (Japan), 1,357 from Taipei (Taiwan), 687 from Edmonton and Calgary (Canada), and 2,174 from the Minneapolis metropolitan area and Fairfax County, Virginia Responses to fifty-seven 7-point Likert-type scales were analyzed The Japanese and Chinese students were more likely than the two North American groups to use the midpoint on the scales, the U S subjects were more likely than the other three groups to use the extreme values Within each cultural group, endorsement of individualism was positively related to the use of extreme values and negatively related to the use of the midpoint These small, albeit statistically significant, differences in response styles generally did not alter cross-cultural comparisons of item means. 相似文献
60.
J. Don Read 《Applied cognitive psychology》1995,9(2):91-121
Three field studies investigated the effects of post-exposure cognitions on person identification. Subjects' beliefs that they could identify someone were significantly increased by the presentation of new information and the rehearsal of old information about the person. Misidentification errors increased as the lengths of the initial exposure duration increased and when subjects received additional contextual information about the target. These frequent misidentifications may reflect the misattribution of familiarity from enhanced contextual knowledge to familiarity arising from perceptual knowledge. Further, performance was enhanced when the identification task capitalized on 'transfer-appropriate rehearsal' post-event strategies. Ancillary findings contradicted research on 'verbal overshadowing', and the relationship between identification accuracy and confidence. The results were generalized to real-world situations that encourage post-event cognitions by eyewitnesses. 相似文献