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31.
Hao Wang 《Synthese》1995,102(2):215-234
The essay centers on Gödel's views on the place of our intuitive concept of time in philosophy and in physics. It presents my interpretation of his work on the theory of relativity, his observations on the relationship between Einstein's theory and Kantian philosophy, as well as some of the scattered remarks in his conversations with me in the seventies — namely, those on the philosophies of Leibniz, Hegel and Husserl — as a successor of Kant — in relation to their conceptions of time.For the physical world, the four dimensions are natural. But for the mind, there is no such natural coordinate system; time is the only natural frame of reference.Gödel, conversation on 15.3.72 相似文献
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Counterfactual comparison modulates fairness consideration in the mini‐ultimatum game: An event‐related potentials study 下载免费PDF全文
Jiafeng Liang Huiyan Lin Jing Xiang Hao Wu Xu Li Hongyu Liang Xue Zheng 《Scandinavian journal of psychology》2015,56(2):124-131
Existing literature on the mini‐ultimatum game indicates that counterfactual comparison between chosen and unchosen alternatives is of great importance for individual's fairness consideration. However, it is still unclear how counterfactual comparison influences the electrophysiological responses to unfair chosen offers. In conjunction with event‐related potentials’ (ERPs) technique, the current study aimed to explore the issue by employing a modified version of the mini‐ultimatum game where a fixed set of two alternatives (unfair offer vs. fair alternative, unfair vs. hyperfair alternative, unfair offer vs. hyperunfair alternative) was presented before the chosen offer. The behavioral results showed that participants were more likely to accept unfair chosen offers when the unchosen alternative was hyperunfair than when the unchosen alternative was fair or hyperfair. The ERPs results showed that the feedback‐related negativity (FRN) elicited by unfair chosen offers was insensitive to the type of unchosen alternative when correcting for possible overlap with other components. In contrast, unfair chosen offers elicited larger P300 amplitudes when the unchosen alternative was hyperunfair than when the unchosen alternative was fair or hyperfair. These findings suggest that counterfactual comparison may take effect at later stages of fairness consideration as reflected by the P300. 相似文献
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面孔空想性错视, 是指在不存在面孔的物体或抽象图案上看到面孔, 例如在月球表面看到面孔。它受到自下而上信息与自上而下加工的共同影响。近年来, 研究者通过行为实验、事件相关电位技术以及脑成像技术对不同的空想性错视影响因素进行研究。结果发现, 面孔空想性错视的产生取决于刺激是否包含类似面孔结构, 内部面孔模板是否能与当前刺激匹配, 以及有无面孔相关背景。同时也受到个体差异与情绪状态影响。脑成像研究发现, 在发生空想性错视时, 来自额叶区与枕叶视觉区的信息会在FFA进行整合。未来研究可以致力于探索面孔空想性错视中个体差异的行为与神经机制, 以及不同类型的自上而下调节之间的相互影响及其神经机制。 相似文献
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在马克思一生对资本主义的批判中,存在前后相继的两种维度,即青年马克思以道德批判为主导,而成熟时期的马克思对资本主义的批判逐渐转向以科学批判为主导。如何看待马克思批判资本主义两种维度之间的关系,这是关系到我们能否准确理解和把握马克思主义的重要问题,学界围绕此论题存在着争论。事实上,尽管马克思的理论从道德批判转向科学批判是不争的事实,但即使以科学批判为标志的成熟时期的马克思亦并未抛弃道德批判的维度,这两种批判维度统一于马克思主义的整体之中,单纯强调一种批判维度而贬低甚至否定另一种,都是片面的。 相似文献
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Wenshu Luo Khin Maung Aye David Hogan Berinderjeet Kaur Melvin Chee Yeen Chan 《Motivation and emotion》2013,37(2):274-285
This study examined the mediational role of achievement goals between parental behaviors and learning outcomes. A sample of 1667 Singapore Secondary 3 students took the measures of parental involvement in learning, parental control, mastery approach and avoidance goals, performance approach and avoidance goals, as well as seven learning outcome variables in their math study. We conducted complex structural equation modeling analysis to take into account the hierarchical structure of the data and found a good fit for the hypothesized partial mediation model. More specifically, parental involvement in learning was associated with an adaptive learning profile (i.e., self-regulated engagement in learning activities, low anxiety, high perceived competence, and high achievement), partially or mainly through its positive relationship with mastery approach goals. Parental control predicted a maladaptive coping orientation (i.e., low persistence and high anxiety) and low achievement partially through its positive relationship with mastery and performance avoidance goals. The findings are discussed in the academic context of Singapore. 相似文献
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本实验以探索智障学生与正常学生内隐记忆与外显记忆的发展特点为目的。采用2(材料类型:图片、汉语双字词)×2(贡献来源:外显记忆、内隐记忆)×2(被试类型:智障学生、正常学生)×2(年龄:低年级、高年级)的四因素混合设计,通过加工分离程序(PDP,process dissociation procedure)的包含和排除测验,计算意识和无意识的贡献大小。结果表明,⑴材料类型主效应极其显著;⑵贡献来源的主效应极其显著;⑶年龄效应不显著;⑷被试效应不显著;本研究结论可对智障学生的教育提供理论指导。 相似文献