5～7岁儿童类比系统性效应的实验研究

本研究利用Gentner的理论,参考Robins的研究方法自己编制材料,以故事呈现的方式研究了5岁、6岁和7岁三个年龄组儿童的类比系统性效应。结果表明,5岁年龄组的儿童不容易进行结构映射,而6岁和7岁两个年龄组的儿童表现出比较明显的类比系统性效应。这表明在合适的年龄阶段,儿童可以理解故事中的因果关系。     

父母、教师在3～4岁儿童气质与行为问题相关性上的系统性认知差异

为探究父母和教师在儿童气质与行为问题相关性上的认知差异,本研究采用问卷法对114名3～4岁儿童的父母和所在班教师分别进行施测,结果发现：（1）相对父母问卷,教师问卷结果中,活动水平维度与诸行为问题因子系统性地产生了更强烈的相关;（2）教师问卷结果中,反应阈维度与活动水平、多动、不注意-被动等因子显著相关,而父母问卷结果中则不显著。     

高科技掩盖下的现代迷信

随着改革开放的深入和社会环境的变化,一些传统迷信形式的市场已经越来越小,而“现代迷信”却不断变换形式,甚至打着传统文化和现代科学的旗号,借着“舶来”的种种巫术,迷惑和欺骗公众。据一项网上调查显示,80%以上的年轻人根本不相信“巫医跳大神能治好病”这类迷信说法,可是对于披上了时尚外衣的“现代迷信”,他们却丧失了辨别能力。土洋松散结合,中西同流合污,“现代迷信”正在暗流涌动的网络世界里游荡,甚至充斥坊间,招摇过市——现象之一:电脑算命日前,杭州市的一所中学对学生们进行了一项调查,结果有超过10%的中学生迷信“电脑算命”…     

道德哲学体系中的个体、集体与实体

道德哲学体系与伦理精神体系,应当完成两次辩证转换。一是由个体到集体再到实体的辩证转换;二是由实体到主体的辩证转换。与此相联系,个人主义便具有两种道德哲学形态,即个体个人主义与实体个人主义。集体的形成,必须扬弃个体个人主义,伦理性是集体中的否定因素,只有将集体发展为实体,才能真正解决个体与整体的矛盾。集体上升为实体的必要条件是精神,准确地说是“单一物与普遍物统一”的伦理精神。由实体上升为主体的真义,是实体作为“整个的个体”行动,从而不仅具有实体的伦理性,而且具有作为“整个的个体”的道德性。     

全息项目因素分析在心理学研究中的应用

文章首先指出了经典线性因素分析的种种局限;然后介绍了一种基于“被试—项目矩阵”而非仅仅协方差矩阵或相关矩阵的全息项目因素分析,该方法能克服经典线性因素分析的种种局限,在心理学研究中尤其是人格研究中有着其他因素分析方法不可替代的作用。     

Retraction and Research Integrity Education in China

This article draws the attention of research managers and policy makers to the issue that to become a science power curtailing misconduct is the daunting challenge that emerging countries simply cannot ignore. Systematic and orchestrated efforts are needed to foster and institutionalize research integrity education among all stakeholders.

     

A reinforcement learning approach to personalized learning recommendation systems

Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. With the latest advances in information technology and data science, personalized learning is becoming possible for anyone with a personal computer, supported by a data-driven recommendation system that automatically schedules the learning sequence. The engine of such a recommendation system is a recommendation strategy that, based on data from other learners and the performance of the current learner, recommends suitable learning materials to optimize certain learning outcomes. A powerful engine achieves a balance between making the best possible recommendations based on the current knowledge and exploring new learning trajectories that may potentially pay off. Building such an engine is a challenging task. We formulate this problem within the Markov decision framework and propose a reinforcement learning approach to solving the problem.     

The Facilitative Effects of Ambiguous Figures on Creative Solution

Empirical studies of creativity emphasize the importance of ambiguity advantage in idea generation and creative problem‐solving. This study examined whether ambiguous figures could directly induce a mind‐set that would transfer to the creative problem‐solving. In Experiment 1, we examined whether presentation of ambiguous figures would influence participants' performance in alternative uses tasks, and the results showed that prior exposure to ambiguous figures significantly enhanced participants' performance in the dimension of fluency, flexibility, and originality than those exposed to non‐ambiguous figures; in general uses tasks, there were no significant difference in the reaction time and originality between the ambiguous figure condition and non‐ambiguous figure condition. In Experiment 2, the facilitative effect of ambiguous figures on creative thinking was further examined with creative story generation tasks that demand more mental effort and increased cognitive load. Results showed that creativity of stories generated in ambiguous figure condition was scored significantly higher than those in non‐ambiguous figure condition. The current research extends our understanding of the facilitative effect of ambiguous figures on creative problem‐solving.     

The Ambiguity of Kant's Concept of the Highest Good: Finding the Correct Interpretation

The aim of this paper is to resolve the tension between Kant's doctrine of the highest good and his entire philosophical system. The concept of the highest good is the first major ambiguity of the doctrine. There are three pairs of ambiguities: immanent‐transcendent; justice‐perfection; and individual‐community. They are able to form eight combinations. Corresponding to the various combinations and conceptions of the highest good, interpreters also conceive different reasons for the necessity of the doctrine as well as various conditions of its applicability. For example, some emphasize its religious dimension, whereas others understand it in the political sense. In this paper, I adopt a different approach in understanding the highest good's systematic meaning as the moral confirmation, and suggest that only a transcendent, perfect and communal concept of the highest good can provide the most consistent doctrine. Additionally, it explains the importance of the different branches (such as philosophies of religion and of politics) of Kant's system.