《实践理性批判》的起源和目标

《实践理性批判》的发表标志着康德批判事业的工作一分为三。本文从批判哲学的发展史和《实践理性批判》的主要内容入手揭示出《实践理性批判》的起源主要归于康德的两个发现:一是趣味判断的先天性,二是实践理性的二律背反。前一个发现导致康德重新规定批判与高级能力之间的关系,使他改变他的总体批判计划,把对于纯粹理性的一个批判分成对于纯粹思辨理性、实践理性和反思判断力的三个单独的批判;后一个发现及其解决使康德把纯粹理性的思辨运用和实践运用之间的关系确定为一种平行关系,使理性的实践运用从思辨运用中解放出来;由此产生《实践理性批判》。     

Does imminent threat capture and hold attention?

According to models of attention and emotion, threat captures and holds attention. In behavioral tasks, robust evidence has been found for attentional holding but not for attentional capture by threat. An important explanation for the absence of attentional capture effects is that the visual stimuli used posed no genuine threat. The present study investigated whether visual cues that signal an aversive white noise can elicit attentional capture and holding effects. Cues presented in an attentional task were simultaneously provided with a threat value through an aversive conditioning procedure. Response latencies showed that threatening cues captured and held attention. These results support recent views on attention to threat, proposing that imminent threat captures attention in everyone.     

Illusory conjunctions in the time domain and the resulting time-course of the attentional blink

Illusory conjunctions in the time domain are errors made in binding stimulus features presented In the same spatial position in Rapid Serial Visual Presentation (RSVP) conditions. Botella, Barriopedro, and Suero (2001) devised a model to explain how the distribution of responses originating from stimuli around the target in the series is generated. They proposed two routes consisting of two sequential attempts to make a response. The second attempt (sophisticated guessing) is only employed if the first one (focal attention) fails in producing an integrated perception. This general outline enables specific predictions to be made and tested related to the efficiency of focal attention in generating responses in the first attempt. Participants had to report the single letter in an RSVP stream of letters that was presented in a previously specified color (first target, T1) and then report whether an X (second target, T2) was or was not presented. Performance on T2 showed the typical U-shaped function across the T1-T2 lag that reflects the attentional blink phenomenon. However, as was predicted by Botella, Barriopedro, and Suero's model, the time-course of the interference was shorter for trials with a correct response to T1 than for trials with a T1 error. Furthermore, longer time-courses of interference associated with pre-target and post-target errors to the first target were indistinguishable.     

The on-line resolution of the sentence complement/relative clause ambiguity: evidence from Spanish

Two self-paced reading experiments investigated syntactic ambiguity resolution in Spanish. The experiments examined the way in which Spanish subjects initially interpret sentences that are temporarily ambiguous between a sentence complement and a relative clause interpretation. Experiment 1 examined whether the sentence complement preference found in English is observed in Spanish speaking subjects. In Experiment 2, verbal mood was manipulated in order to study the influence of verb-specific information on sentence processing. Since subcategorization for a subjunctive complement clause is generally assumed to be a lexical property of some verbs, the manipulation of the mood of the embedded verb affords us an interesting and novel way to examine the influence of lexical information on syntactic ambiguity resolution. Experiment 1 showed that Spanish speakers initially interpret the ambiguous that-clause as a sentence complement. Experiment 2 showed that verb-specific information, in particular, the information that specificies that a verb subcategorizes for a subjunctive complement, is accessed and used rapidly and affects the ambiguity resolution process. The results are discussed in relation to current models of sentence processing.     

Skill, strength, handedness, and fatigue

Thirty male subjects, 20 of whom were self-classified left-handers and 10 right-handers, were tested on a grip-strength task and a handwriting task with each hand, both under normal conditions and in a situation of induced experimental fatigue. On the basis of questionnaire scores, the left-handers were sub-divided into two groups comprising the 10 most left-handed and the 10 least left-handed subjects. The test of grip strength showed a small but significant deterioration in performance of both hands from fatigue. With the handwriting task, a similar significantly adverse effect of fatigue was recorded for all groups as well as a large significant difference in performance between the preferred and nonpreferred hands under normal conditions, which decreased under fatigue. An explanation of these differential effects is discussed in terms of the greater efficiency of the preferred hand in the highly developed skill of handwriting.     

Obtaining informed consent for HIV antibody testing: the decision making process

All patients referring themselves for HIV antibody testing must receive pre-test counselling and must give their informed consent before testing can proceed. All patients being referred by their doctors for HIV antibody testing must also receive pre-test counselling and must give their informed consent before testing can proceed, except in very unusual circumstances. This paper is written primarily for medical and nursing staff who are considering referring a patient for testing and it is particularly relevant to those staff working in the field of mental health. This paper draws on professional guidelines and suggests that staff use a two-part decision making process. In the first part die referrer decides whether there are substantial clinical grounds for needing the test result immediately. If there are, the referral is made for pre-test counselling and testing, for example at the local Genito-Urinary Medicine (GU) clinic. In the second part experienced AIDS counsellors try to enable the patient to decide whether or not to proceed. If the patient is not able to understand or make a decision the AIDS counsellors, in consultation with other staff, will decide whether to proceed. Whatever the decision, it should be respected by professional staff.     

儿童的游戏行为和认知风格

人们越来越清楚地意识到,游戏是早期儿童认知发展的基本源泉.皮亚杰认为,游游经验能帮助儿童对与物体和人有关的空间、因果关系及时间等信息进行同化.维果茨基把游戏作为促进儿童的抽象思维发展的一个重要因素.在儿童的游戏行为中经常提到的认知活动包括两个方面:(1)建构物质世界的能力;(2)理解不同的社公性观点的能力.     

Emotion Socialization in Families of Children With an Anxiety Disorder

Compared emotion socialization in 26 children with anxiety disorders ages 8–12 years and their mothers to 26 nonclinical counterparts without psychopathology. Children and their mothers participated in an emotion interaction task in which they discussed occasions when the child felt worry, sadness, and anger. Responses were coded for length of discussion, proportion of words spoken by child vs. mother, frequency of positive and negative emotion words, explanatory discussion of emotion, and maternal facilitation of emotion discussion. Children and their mothers also completed the Expressiveness and Control scales of the Family Environment Scale. Results indicated that mothers of children with an anxiety disorder spoke less frequently than their child, used significantly fewer positive emotion words, and discouraged their childrens emotion discussions more than did mothers of nonclinical children. Nonclinical children and their mothers indicated significantly more emotional expressiveness in their families than did children with an anxiety disorder and their mothers. These results highlight the potential role of truncated family emotional expressivity in the emotional development and functioning of children with an anxiety disorder.     

The relation between children's reading comprehension level and their comprehension of idioms

We report an investigation of 9-year-olds' ability to interpret idioms in relation to their reading comprehension level. We manipulated whether the idioms were transparent or opaque, whether they were real or novel, whether they were presented in isolation or in a supportive narrative context. As predicted, children were better able to explain the meanings of idioms in context than in isolation. The good and poor comprehenders did not differ in their abilities to interpret transparent idioms in context, but the poor comprehenders were significantly worse at using context to work out the meanings of opaque idioms. The explanation task revealed the source of information used by the children to derive nontarget interpretations. We discuss these findings in relation to idiom processing strategies and Levorato and Cacciari's global elaboration model.     

Transfer of newly acquired stimulus valence between identities in dissociative identity disorder (DID)

Patients with Dissociative Identity Disorder (DID) frequently report episodes of interidentity amnesia, that is amnesia for events experienced by other identities. The goal of the present experiment was to test the implicit transfer of trauma-related information between identities in DID. We hypothesized that whereas declarative information may transfer from one identity to another, the emotional connotation of the memory may be dissociated, especially in the case of negative, trauma-related emotional valence. An evaluative conditioning procedure was combined with an affective priming procedure, both performed by different identities. In the evaluative conditioning procedure, previously neutral stimuli come to refer to a negative or positive connotation. The affective priming procedure was used to test the transfer of this acquired valence to an identity reporting interidentity amnesia. Results indicated activation of stimulus valence in the affective priming task, that is transfer of emotional material between identities.