人类学视阈中的昆仑山和建木——都广之野

昆仑山和建木——都广之野皆是远古先民崇拜的神圣宇宙空间——天地之中所在地。前人研究成果认为昆仑山和建木——都广之野是一地,并认为是古蜀族以岷山为原型神化而成,其地在西南成都平原。论文认为神话世界将昆仑山和建木——都广之野视为天地之中的观念,渊源于古人对宇宙结构即天地运行的物理形态的感知与思索。《周易》的固化形态表现为八卦图,先天八卦图方位对应于南方的建木——都广之野;后天八卦图方位对应于西北的昆仑山。以先天八卦图和后天八卦图出现的次序来看,远古先民最早产生对南方建木——都广之野的崇拜。     

李明彻考评

李明彻是清朝著名道士、学者。除冼玉清在20世纪50年代的一篇文章外,迄今学术界尚未对李明彻及其科学成就进行深入研究。对李明彻的相关文献进行了总结,并加以考证;对《圜天图说》进行了分类和统计。同时有一些新发现:《广东通志》中的所有绘图为李明彻绘制,而不是一般认为的舆地略7卷;朝斗台在李明彻科学研究过程中基本没起作用。有必要重新认识李明彻的成就,并做出客观的评价。     

弈棋风格的结构研究

弈棋风格是指弈者在围棋活动中所表现出来的一致的、稳定的方式和行棋特点.通过对弈棋风格的形容匈评定数据进行探索性因素分析和验证性因素分析,研究得到弈棋风格结构的五个因素(维度),即严谨稳健、机敏轻灵、好胜力战、大局观和犹豫忍让.     

《道枢》成书及其流传三题

道教重要内丹典籍<道枢>作者曾慥广采博收,约征引古道经100余种,涉及学者140多人;该书编撰体例独特,既辑录古人论述,又有作者评述,可谓准类书;历代共有11种史志、书目收录<道枢>,是书各种版本有所差异,需要参照使用.黄永锋,四川大学道教与宗教文化研究所博士后、厦门大学哲学系讲师.     

Career Adapt-Abilities Scale — Taiwan Form: Psychometric properties and construct validity

The present study tested the reliability and validity of the Career Adapt-Ability Scale — Taiwan Form (CAAS-Taiwan Form). The CAAS consists of four scales, each with six items, which measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. Internal consistency estimates for the subscale and total scores were excellent. The factor structure was quite similar to the one computed for combined data from 13 countries. The CAAS-Taiwan Form is identical to the International Form 2.0. Based on the results, the CAAS-Taiwan Form, appears ready for use by researchers and practitioners who wish to measure adaptability resources among adults.     

Outcome-based observational learning in human infants

Previous work shows that infants manifest emulation learning in the use of end-state information. Outcome-based emulation has been interpreted as affordance learning or goal attribution. The present paper explores whether these two learning possibilities might be related. In 3 experiments, 17-month-old infants (N = 180) were presented with action outcomes across a variety of contexts and tasks: They observed either the full demonstration or the model's starting and final postures, plus the initial and end states of the object, or the latter portion of the foregoing display, or the end state of the object alone. The tasks included combinatory, noncombinatory, and body movement acts. Infants reproduced observed outcomes most often by observing the full demonstration. A similar effect was attained by exposure to both posture and configuration changes, but the effect was subject to the combinatory nature of the apparatus. In contrast, performance was less efficient after seeing the object's end state alone, suggesting that infants in the previous conditions did not simply emulate in association with the affordances. These findings support the notion that goal attribution based on sensitivity to bodily cues is reliant on the clarity of the affordances of a task.     

Phonological storage and executive function deficits in children with mathematics difficulties

Children with mathematics difficulties suffer from working memory deficits. This study investigated the deficit profile of phonological storage and executive functions in working memory among children with mathematics difficulties. Based on multiple instruments and two assessment points, 68 children were screened out of 805 fifth graders. Of these 68 children, 18 were classified as children with only mathematics difficulties (MD), 20 were classified as children with mathematics and reading difficulties (MDRD), and 30 were typically developing (TD) peers matched on age and general ability. Measures for phonological storage, dual-task performance, inhibition, and updating of verbal and numerical materials were administered individually. Results showed that compared with the TD group, children with MD exhibited storage and inhibition deficits specific to numerical information and dual-task deficits of both verbal and numerical information, whereas children with MDRD showed extensive deficits on phonological storage and executive functions on both verbal and numerical tasks. Moreover, executive function deficits were not confined to phonological storage deficits. Implications of the findings for the working memory deficit profile and working memory training among children with mathematics difficulties were discussed.