无名相之法以名相说——论维摩诘王氏说及其眷属

本文对流传于中土的维摩诘王氏说及其眷属做了考察,认为这些说法撰造于南朝齐梁陈时代,它们的流行是佛法通俗教化的结果,与印度佛教传统中以传述圣贤事迹为主的大譬喻经或大因缘经有直接联系,标志着中土维摩诘信仰由士大夫阶层向民间普及的发展趋势。     

由能知而自知--意识研究的若干问题

笛卡尔的“心身二元论”开启了近代以来的心智哲学,他提出的心身问题的两个方面,即心身区别和心身因果相互作用,似乎构成了迄今为止笛卡尔哲学的辩护者和反对者的共同领域。笛卡尔给他的后继者们留下两种可能性:或者是消解二元对立;或者是修订相互作用论,其后世的心智哲学基本上是沿着这两条道路前进的。而当代心智哲学对意识的分析也具体体现了现代哲学对于传统的作为认识主体的“心灵实体”的解构。一　意识的难解之谜关于意识的研究所面对的是两种不同的对象:一种是从主观的角度用内省方法得到的自己头脑中的“内部现象”,我们据此承认意…     

Tests of statistical hypotheses in the case of unequal or disproportionate numbers of observations in the subclasses

General solutions of the analysis of variance in the case of unequal numbers of observations in the subclasses are presented. If we havek criteria for the classification, there will bek! solutions in making a complete analysis and 2^k–1 answers, bearing different meanings, for the sum of squares between subclasses of each criterion. The sum of squares for the interaction of any order, however, will be identical in different solutions of same problem.     

Factorial design and covariance in the study of individual educational development

This is the report of the application of the principles of factorial design to an investigation of individual educational development. The specific type of factorial design formulated was a 2 × 3 × 3 × 3 arrangement, that is, the effect of sex, grade location, scholastic standing, and individual order, singly and in all possible combinations was studied in relation to educational development as measured by theIowa Tests of Educational Development. An application of the covariance method was introduced which resulted in increased precision of this type of experimental design by significantly reducing experimental error. The two concomitant measures used to increase the sensitiveness of the experiment were initial status of individual development and mental age. Without these statistical controls all main effects and two first-order interactions would have been accepted as significant. With their use only sex (doubtful), scholastic standing, and individual order demonstrated significant effects. The chief beauty of the analysis of variance and covariance as an integral part of a self-contained experiment is demonstrated in the complete single analysis of the data. The statistical utilization of the experimental results has also been developed for purposes of estimation and prediction. The mathematical statistician is being continuously required to develop and analyze experimental designs of increasing complexity since the introduction of the analysis of variance and covariance. The mathematical formulation and solution of the problem of this investigation is carried out. The methods illustrated and explained in this study, and modifications and extensions of them are capable of very wide application. The general principles can be used to various degrees and in a number of ways.For the research grant to finance this study, grateful acknowledgment is given to the Graduate School, the University of Minnesota.     

Stereotype activation is unintentional: Behavioural and event‐related potenials evidence

In this study, a priming Stroop paradigm was used to determine whether stereotype activation is unintentional. Priming conditions (priming/no‐priming) and the relationship between priming and target (consistent/inconsistent/no‐relation) were the independent variables; accuracy, reaction time and N400 amplitude were used as dependent variables. The reaction time revealed that stereotype activation is, to some extent, unintentional. Furthermore, the event‐related potenial (ERP) results showed that N400 amplitude was larger for inconsistent conditions than for consistent conditions. This result supported the notion that stereotype activation is an unintentional and automatic process.     

A Brief Group Cognitive-Behavioral Program for the Prevention of Depressive Symptoms in Chinese College Students

Depression is a problem among college students in China. Yet the use of preventative group cognitive-behavioral (CB) intervention is rare. One hundred and eighty Chinese college students who were identified as being at risk for depression were randomly assigned to three groups: 1) a brief group cognitive–behavioral (CB) intervention, 2) a supportive group (SG) intervention, and 3) a wait-list control condition. The Zung Self-Rating Depression Scale (SDS), the Zung Self-Rating Anxiety Scale (SAS), and the Chinese College Student Adjustment Scale (CCSAS) were administered at pre-test, post-test, and six-month follow-up. Analysis of variance (ANOVA) conducted among the three groups revealed that the CB group demonstrated significantly less increase in measures of primary symptoms of anxiety and depression than the wait-list controls at post-test and six-month follow-up. The prevention effect of the SG group was significant only at the six-month follow-up. CB participants also showed significantly greater improvements in social adjustment than did SG participants and controls at the post-test and six-month follow-up.     

Family Environments and Children's Executive Function: The Mediating Role of Children's Affective State and Stress

There is increasing evidence that inadequate family environments (family material environment and family psychosocial environment) are not only social problems but also factors contributing to adverse neurocognitive outcomes. In the present study, the authors investigated the relationship among family environments, children's naturalistic affective state, self-reported stress, and executive functions in a sample of 157 Chinese families. These findings revealed that in inadequate family material environments, reduced children's cognitive flexibility is associated with increased naturalistic negative affectivity and self-reported stress. In addition, naturalistic negative affectivity mediated the association between family expressiveness and children's cognitive flexibility. The authors used a structural equation model to examine the mediation model hypothesis, and the results confirmed the mediating roles of naturalistic negative affectivity and self-reported stress between family environments and the cognitive flexibility of Chinese children. These findings indicate the importance of reducing stress and negative emotional state for improving cognitive functions in children of low socioeconomic status.     

Investigating the face inversion effect in a deaf population using the Dimensions Tasks

Early experience can change the way people process faces. Early deafness provides deaf children with the opportunity to learn sign language, which is likely to alter their face processing strategy. The goal of the current study was to investigate whether early deafness, combined with the sign language experience, was able to change the face processing strategy using the Dimensions Task. In the Face Dimensions Task, configural and featural information were parametrically and independently manipulated in the eye and mouth region of the face. The manipulations for configural information involved changing the distance between the eyes or the distance between the mouth and the nose. The manipulations for featural information involved changing the size of the eyes or the size of the mouth. Similar manipulations were applied in the House Dimensions Task, with top and bottom windows treated as eyes and mouth. In the Face Dimensions Task, both the signing deaf and hearing participants showed a larger inversion effect in the mouth condition than the eye condition. However, as compared to hearing participants, deaf participants showed smaller inversion effect in the mouth condition, because their performance in the inverted mouth condition was not compromised by inversion to the same extent as the hearing participants. In the House Dimensions Task, this effect was not present, suggesting that it was face specific. This effect could be explained by the redistributed attentional resources from the centre to peripheral visual fields of deaf participants.     

Influence of bidirectional perspective on learning routes and spatial layout

The capacity to remain spatially oriented is an essential function in our day to day lives and it seems that the form in which we acquire the spatial information affects the way in which the spatial knowledge is represented in our memory. The goal of this research was to investigate whether the acquisition of spatial information through the learning of three routes within an immersive environment was improved or impaired when participants have access to the backward perspective in addition to the forward perspective. Results, both in reproduction and drawing tasks, showed a poorer performance of the bidirectional group maybe due to the extra-effort involved in updating the spatial information trial by trial. However it seems that the experience enhanced the performance of the bidirectional group in one respect, as they were able to reduce significantly the number of error directions in the last path.     

不同认知方式与标记利用意向对文章标记效应的影响

本文探讨读者不同认知方式与标记利用意向对文章标记效应影响的实验。实验以初中二年级学生为被试。结果表明 ,文章标记利用的意向对场独立和场依存被试文章信息的保持都有显著的促进作用 ;文章宏观标记与读者的认知方式有显著的交互作用 ,在有文章宏观标记条件下 ,场独立被试与场依存被试之间无显著差异 ,在无宏观标记条件下 ,场独立被试显著优于场依存被试