说明文阅读中的视角效应

说明文的阅读视角不仅影响阅读中信息的获得,而且会影响实时阅读加工过程。目前对视角效应最新的眼动研究,围绕阅读中编码相关信息到工作记忆中是否需要额外的时间这一争论,揭示了过去知识和工作记忆容量对阅读视角效应的影响,对视角效应产生的内在机制也有了更深层的认识。     

忽视性阅读障碍的研究概况

首先介绍了忽视性阅读障碍(neglect dyslexia, ND)的概念,随后描述了ND病人在阅读过程中的表现,即衰减效应、词汇效应、词内区分效应、对称效应和词长效应以及保留的语义通达能力。尽管忽视症和ND可以分离,但两者之间有一定联系。文章最后对汉语ND的研究进行了分析和展望,认为其关键问题是阐明汉语ND在多大程度上与拼音文字ND具有可比性。     

中国佛教伦理文化与当代和谐社会建设

中国佛教伦理文化在漫长的发展历程中,逐步形成了去恶行善、慈悲利他、克己、孝亲等基本的伦理道德观念。在建设社会主义和谐社会的过程中,中国佛教伦理文化的这些观念,对个人道德境界的提升、和谐家庭的构建、人与社会和谐关系的构建以及人与自然和谐关系的构建,具有借鉴意义。     

Why Friedman's non-monotonic reasoning defies Hempel's covering law model

In this paper we will show that Hempel's covering law model can't deal very well with explanations that are based on incomplete knowledge. In particular the symmetry thesis, which is an important aspect of the covering law model, turns out to be problematic for these explanations. We will discuss an example of an electric circuit, which clearly indicates that the symmetry of explanation and prediction does not always hold. It will be argued that an alternative logic for causal explanation is needed. And we will investigate to what extent non-monotonic epistemic logic can provide such an alternative logical framework. Finally we will show that our non-monotonic logical analysis of explanation is not only suitable for simple cases such as the electric circuit, but that it also sheds new light on more controversial causal explanations such as Milton Friedman's explanation of the business cycle.We gratefully acknowledge the helpful suggestions and critical comments of Johan van Benthem, Bert Hamminga, Kevin Hoover, Theo Kuipers, and Rick Looyen.     

An experimental evaluation of tokens as conditioned reinforcers in retarded children

Since the publication of experimental reports by Wolfe (1936) and Cowles (1937), that tokens could be established as conditioned reinforcers, many accounts have appeared on the implementation of token systems in human subjects. Tokens have been successfully used as prosthetic motivational devices in a great variety of situations and subjects, such as retarded children (Birnbrauer, Wolf, Kidder and Tague, 1965), adult psychotics (Ayllon and Azrin, 1969), delinquent children and adolescents (Tyler, 1967; Phillips and Wolf, 1968), low achievers in schools (Clark, Lachowicz and Wolf, 1968), emotionally disturbed children (Hewett, Taylor and Artuso, 1969) and in normal classroom settings (O'Leary, Becker, Evans and Saudargas, 1969). In these reports, administration of tokens usually produced an increase in the frequency of desirable social and productive behavior. However, none of these studies showed that the effect of the tokens depended on their role as conditioned reinforcers based on the standard exchange systems being used. No assessment was provided about the separate contribution of the social reinforcement operations involved in dispensing tokens in a social setting.A suggestion about the possible confounding effects of social reinforcement in token administration comes from the failure to establish token systems in subjects who are partially unresponsive to social reinforcement (Hamblin et al., 1970; Ribes and Souza e Silva, in preparation). The present research was conducted with the aim of isolating the effects of conditioned reinforcement as such—apart from those produced by the social reinforcement provided in the delivery of tokens.     

On objectivity

The following definition of objective is proposed: A statement S is objective if and only if in S all parameters that are relevant to its truth value are made explicit. The objectivity of predicates and relations can be defined in a similar manner. This simple conception of objectivity-which could be called explicitness conception of objectivity-can be found in Hermann Weyl and plays a central part in the natural sciences. There are grades of objectivity depending on the quality and the number of parameters our predicates are relativized to A relativistic Ockham principle has to be recognized: Relativization parameters are not to be multiplied beyond necessity. The explicitness conception of objectivity is accessible to mathematical specifications, is the core of the idea of invariance, has a lot of philosophical applications and leads to precise notions of subjectivity and a precise formulation of the problem of the limits of objectivity.I am grateful to Andreas Bartels, Ulrich Gähde, Mark Helme, Andreas Kamlah, Andreas Kemmerling, Winfred Klink, Toni Koch, Hilary Putnam and Matthias Varga von Kibéd who have, in one way or another, contributed to the present content and form of this paper.     

再论思维的可训练性

本文从思维的可逆性、思维过程的操作化和思维训练的实践效果等方面论证了思维的可训练性,提出了将思维的可逆性与思维的认知过程相结合而产生的可逆性思维过程理论。该理论认为,可逆性是思维的本质属性,思维过程因其可逆性而具有可训练性,思维训练本质上是在训练思维的可逆性。实践表明,可逆性思维过程可操作化为各种具体的思维训练项目,进而可编制适合普通儿童、学习困难儿童、轻度智力落后儿童等各类儿童的实用思维训练教程,运用这些教程开展的思维训练能够有效地促进各类儿童的智力（思维）发展。     

双语脑的研究:不同的语言是否有不同的皮层机制?

随着认知神经科学技术的发展,研究者对“不同语言是否有不同的大脑皮层机制?”这个问题的研究也进一步深入。一系列的神经心理学和脑成像研究表明,语言获得的时问、流利程度、获得方式等都可能成为影响语言的皮层机制的因素。