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801.
Roy Wagner 《国际科学哲学研究》2013,27(2):109-135
This article discusses the concept of mathematical metaphor as a tool for analyzing the formation of mathematical knowledge. It reflects on the work of Lakoff and Núñez as a reference point against which to rearticulate a richer notion of mathematical metaphor that can account for actual mathematical evolution. To reach its goal this article analyzes historical case studies, draws on cognitive research, and applies lessons from the history of metaphors in philosophy as analyzed by Derrida and de Man. 相似文献
802.
803.
ABSTRACTMany zoos and aquariums consider themselves to be conservation organizations with a mission to educate and promote visitors' adoption of environmentally sustainable behavior. This article investigates the extent to which visitors share this view and discusses the implications of the findings for the provision of on-site and post-visit conservation education. A survey of 1,546 visitors to 13 zoos and aquariums found that although visitors gave highest priority to entertainment aspects of the experience, they also considered the provision of conservation education to be an important aspect of a zoo or aquarium visit. The findings suggest that zoos and aquariums need to develop new ways of engaging visitors for whom conservation learning is not the major purpose for visiting and provide post-visit experiences that reinforce and extend on-site conservation messages and action. Suggestions for accomplishing these are discussed. 相似文献
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805.
In this paper we study substantive assumptions in social interaction. By substantive assumptions we mean contingent assumptions about what the players know and believe about each other’s choices and information. We first explain why substantive assumptions are fundamental for the analysis of games and, more generally, social interaction. Then we show that they can be compared formally, and that there exist contexts where no substantive assumptions are being made. Finally we show that the questions raised in this paper are related to a number of issues concerning “large” structures in epistemic game theory. 相似文献
806.
School of Physical Education and Recreation The University of British Columbia The purpose of this investigation was to re-examine the measures of algebraic error (CE), absolute error (AE), and within-S variance (VE). in an attempt to arrive at unambiguous definitions regarding the statistical and logical meanings of these three performance variables. Under the assumption of a normal distribution, the statistic AE is completely dependent on CE and VE and thus can be predicted from them. This shows that all information contained in the term AE is contained in either CE (when the ratio ), or in VE (when CE ? 0.0) or in a weighted combination of both CE and VE (when ). Examples are provided to show the type of errors made in interpreting significant findings when AE is the dependent variable. 相似文献
807.
Inge Scheper Ellen R. A. de Bruijn Dirk Bertens Roy P. C. Kessels Inti A. Brazil 《Memory (Hove, England)》2013,21(10):1371-1380
ABSTRACTErrorless learning (EL) is an approach in which errors are eliminated or reduced as much as possible while learning of new information or skills. In contrast, during trial-and-error???or errorful???learning (TEL) errors are not reduced and are often even promoted. There is a complex and conflicting pattern of evidence whether EL or TEL may result in better memory performance. One major confound in the extant literature is that most EL studies have not controlled for the number of errors made during TEL, resulting in a large variability in the amount of errors committed. This variability likely explains why studies on the cognitive underpinnings of EL and TEL have produced mixed findings. In this study, a novel object-location learning task was employed to examine EL and TEL in 30 healthy young adults. The number of errors was systematically manipulated, allowing us to investigate the impact of frequency of errors on learning outcome. The results showed that recall from memory was significantly better during EL. However, the number of errors made during TEL did not influence the performance in young adults. Altogether, our novel paradigm is promising for measuring EL and TEL, allowing for more accurate analyses to understand the impact of error frequency on a person’s learning ability and style. 相似文献
808.
809.
Karina Sakanaka Cheryl H. Waters Oren A. Levy Elan D. Louis Wendy K. Chung Karen S. Marder Roy N. Alcalay 《Journal of genetic counseling》2014,23(1):114-120
The purpose of the study is to investigate Parkinson disease (PD) patients’ and caregivers’ knowledge of and interest in genetic testing. Gaucher disease (GD) results from recessive mutations in glucocerebrosidase (GBA). Both heterozygote GBA carriers and GD patients are at greater risk for PD. Studies regarding knowledge of and interest in genetic testing have been limited and have not offered genetic results to participants. In this study, 353 PD patients and 180 caregivers were recruited to a PD genetic study. The association between GD, GBA mutations and PD was described to participants who reported their familiarity with genetic terms, answered questions on genetic concepts, and indicated their interest in knowing if they may have GD (two GBA mutations) and other genetic information that could impact their health. Ninety-three-percent of participants were interested in receiving GBA results; however, only 51.6 % of PD participants and 55.6 % of caregivers knew that “scientists have identified genes associated with a higher risk of developing PD.” PD patients may benefit from education and genetic counseling on the implications of genetic testing. 相似文献
810.
Melissa Salm Kristopher Abbate Paul Appelbaum Ruth Ottman Wendy Chung Karen Marder Cheng-Shiun Leu Roy Alcalay Jill Goldman Alexander Malik Curtis Christopher Leech Katherine Johansen Taber Robert Klitzman 《Journal of genetic counseling》2014,23(2):156-163
This study explores neurologists’ and psychiatrists’ knowledge, attitudes, and practices concerning genetic tests. Psychiatrists (n?=?5,316) and neurologists (n?=?2,167) on the American Medical Association master list who had agreed to receive surveys were sent an email link to a survey about their attitudes and practices regarding genetic testing; 372 psychiatrists and 163 neurologists responded. A higher proportion of neurologists (74 %) than psychiatrists (14 %) who responded to the survey had ordered genetic testing in the past 6 months. Overall, most respondents thought that genetic tests should be performed more frequently, but almost half believed genetic tests could harm patients psychologically and considered legal protections inadequate. Almost half of neurologists (49 %) and over 75 % of psychiatrists did not have a genetics professional to whom to refer patients; those who had ordered genetic tests were more likely than those who did not do so to have access to a genetic counselor. Of respondents, 10 % had received patient requests not to document genetic information and 15 % had received inquiries about direct-to-consumer genetic testing. Neurologists reported themselves to be relatively more experienced and knowledgeable about genetics than psychiatrists. These data, the first to examine several important issues concerning knowledge, attitudes and behaviors of neurologists and psychiatrists regarding genetic tests, have important implications for future practice, research, and education. 相似文献