天津、河北、四川、安徽美学学会相继成立

天津市美学学会于一九八○年九月十五日正式成立。第一批会员有一百四十三人,其中相当于讲师和助理研究员以上的会员居半。大会聘请方纪、孙犁、朱维之和徐中任学会顾问,并一致选举鲍昌为会长,张怀瑾、吴火、阎丽川为副会长,吴火兼任秘书长,姜东赋、童坦为副秘书长。鲍昌代表第一届理事会对我市今后的美学研究和普及工作提出了初步设想。重点有三:一是开展各个艺术门类的美学研究,二是开展什么是社     

论库恩的《科学革命的结构》和科学发展的辩证法

本世纪六十年代资产阶级科学哲学演变的特点是同在此以前占统治地位的实证主义坚决分道扬镳。“在现代自然科学和社会科学的哲学中,主要倾向是反实证主义”——西方现代逻辑学-方法论的刊物上常常这样说。对这一现象进行历史和哲学的     

解释康德学说的几条途径——第四届国际康德讨论会情况报告

H.劳纳教授领导的伯尔尼方法论研究所(F.格瑞特联合会)于1980年5月1日至4日召开了一次康德哲学讨论会,有十一篇论文讨论了康德哲学的各种问题。讨论会不但表明了,对康德的解释存在着巨大的困难,而且也表明了,康德的学说仍有着重要的现实意义,对康德学说的兴趣已打破了语言的界限和哲学的传统。在这一方面最突出的例证就是那些试图用(内涵)逻辑的形式方法来解释康德某些著作的论文。 L W.贝克的《康德论自然界的规律性》,E.埃     

Stimulus control of respondent and operant key pecking: A single key procedure

Pigeons' responses to a uniformly illuminated response key were either reinforced on a variable-interval one-minute schedule of reinforcement or extinguished for one-minute periods. When 1.5 second signals were presented at the beginning of each component, so as to differentially predict reinforcement, the pigeons pecked at the signals, at rates higher than rates during the remainder of the component. When the brief signals were not differentially predictive of reinforcement, pecking in their presence decreased to near zero levels. Similar results were obtained with signals based upon colors and upon line orientations. Changes in rates of (unreinforced) pecking occurred during the signal whether pigeons responded differentially during the remainder of the component or not. Experiment II demonstrated that the presence of the signal correlated with extinction was not necessary for pecking to develop at the signal which preceded the component in which responding was intermittently reinforced. The experiments demonstrated a clear dissociation of respondent control from operant control of a response. In addition, operant behavior was shown to be relatively insensitive to differing rates of reinforcement, as compared to the sensitivity of respondent behavior to differing rates of reinforcement produced by the very same operant behavior.     

Concurrent schedules: Spatial separation of response alternatives

Four pigeons were exposed to independent concurrent variable-interval 20-second variable-interval 60-second schedules of reinforcement. A transparent partition was inserted midway between the two response keys. The length of the partition was systematically manipulated. Increasing partition length produced a decrease in changeover rate in Experiment 1. Over-matching was observed with a partition length of 20 centimeters. In Experiment 2 a four-second limited hold was added to the schedules. Increasing partition length produced a decrease in changeover rate that exceeded the decrease observed in Experiment 1. This manipulation produced nearly exclusive choice of the variable-interval 20-second component. The present results, together with results obtained in related research, suggest that deviation from matching is a function of procedural variables that determine the consequences of a changeover response.     

GPS,一个模拟人类思惟的程序

GPS 是 General Problem Solver(通用问题解决者)的缩写,是一个计算机程序的名称。GPS 是用来探讨人工智能的一个重要手段,同时,它的各种变式也对人在解决问题时的思惟进行了模拟。GPS(以及在它之前的 Logic Thcory Machine,简称 LT 程序)的建立,标志着对思惟心理学的研究从传统的实验心理学方法跨入了信息加工的领域,用信息加工的观点和方法来探讨人的思惟行为。它为思惟心理学的研究,开拓了更广阔的前景。本文主要讨论 GPS 对人解决问题时的思惟行为的模拟,讨论人的思惟的心理学问题。     

道教研究五十年

一最近日本出现了一股中国热:电视台播映着介绍丝绸之路和黄河的节目;报纸上登载着招徕人们去中国旅游的大幅广告;街上书店摆出了许多有关中国的书刊。在这种风气的影响下,日本人对中国道教产生了兴趣。许多年青人步入了道教研究的行列,并不断有令人瞩目的研究成果出现。1985年和1986年,我曾两次应邀在东京朝日文化中心,向普通市民介绍中国道教。这说明,中国道教在一般的日本人中间也引起了反响。这种情况,同本世纪初相比完全不可同日而语。当时,日本人对中国道教,不仅一无所知,而且不屑一顾。二十多年前,也就是1963年秋天。当时,中国永乐宫壁画展,在东京、名古屋和     

摧毁与解构

当海德格尔把理解这个主题从一种人文科学的方法论学说,提升为此在的本体论的生存论环节和基础时,解释学维度就不再意味着现象学的植根于具体知觉的意向性研究的一个较高层面了,而是以欧洲为基地,把几乎同时在盎格鲁撒克逊逻辑学中实现的“转向语言”在现象学研究思潮中突现出来了。在胡塞尔和舍勒尔对现象学研究的最初展开中,尽管有向生活世界的各种转向,但语言问题依然是完全蔽而不显的。     

Standardized classroom management program: Social validation and replication studies in Utah and Oregon

A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.