Is it Suitable for a Journal to Bid for Publishing a Review That is Likely to be Highly Cited?

Science and Engineering Ethics - By following a recently published paper entitled “The effect of publishing a highly cited paper on a journal’s impact factor: a case study of the Review...     

“官场迷信”呼唤理论发展

近年来,我国出现了严重的官场迷信现象,这与我们党的宗旨是格格不入的,对于社会主义事业有着严重的危害,很多文章对此做出了谴责,并提出了种种解决方法。然而,其中一个重要的解决方法并没有被提及,这就是理论发展。我们知道,马克思主义既是严整的科学理论, 又是崇高的价值追求,这两者是内在统一的。作为     

胡塞尔后期判断理论的发生学转向

胡塞尔的后期判断理论主要是指他于20世纪20年代在弗莱堡大学开设的一系列逻辑学讲座所包含的判断理论。在此之前,在布伦塔诺的影响下,其判断理论的主要论题是判断与表象的关系。他不同意布伦塔诺把判断看成包含表象行为的意识行为,认为表象只是判断行为的一个抽象成分。胡塞尔后期判断理论的核心问题是(谓词)判断与"(前谓词)经验"的关系问题。他认为前谓词经验并不是完全被动的,它包含着难以察觉的、容易被忽略的"自我活动",因此不能根据接受性与自发性来区分经验与判断,经验已经具有一定程度的自发性,在这一点上,它与判断并不存在不可逾越的鸿沟。但是,向前谓词经验的发生学回溯并不意味着把关于个别对象的感性直观作为最后的根基。一切经验及在其基础上形成的判断都预设了一个由被动的世界存在信念建立起来的地基。这个"世界存在信念"不但不是我的判断行为的结果,反而是一切判断活动及作为其基础的"经验"得以发生的前提。     

先秦时期神权政治思想的演变

神权政治在中国古代的发展史主要是在先秦时期,可以说,殷商时期是神权主宰、决定王权;西周时期是神权从属于王权;春秋时期,神权则基本上丧失了其应有的权威;到战国时期,神权政治继续丧失其原有的地位;秦统一后,神权政治则彻底崩溃.自夏殷以来延续一千多年的神权政治体系逐渐衰落,而逐渐过渡到伦理政治的时代.     

故乡行·聆听道家《钧天玉音》音乐会

应上海道教协会、上海城隍庙邀请,我于2006年10月25日出席了上海城隍庙二期工程竣工神像开光暨上海城隍庙陈莲笙慈善基金成立庆祝典礼。晚上在东方艺术中心歌舞厅,观摩了《钧天玉音》音乐会演出。强大的创作组合和庞大的演出阵容,使整场演出盛况空前。     

从承认理论到民主正义论——略论南希·弗雷泽的政治哲学

弗雷泽提出要以参与平等为核心重新界定批判理论的规范基础,进一步从承认理论身份模式转向地位模式;从承认的规范一元论转向包含再分配与承认的"视角二元论";从局部的文化正义转向"一元三维"的总体的民主正义.弗雷泽的思想为弥合左派纷争,重新构建对资本主义社会的总体性批判做出了努力,反映了霍耐特承认"规范一元论"以后批判理论新的演进动向.     

运动中的效能期望、归因和情感反应的相关研究

运用Ｒｕｓｓｅｌｌ的归因维度量表等问卷对被试的效能期望、归因和情感反应进行相关研究，结果表明：效能期望影响着被试运动中的归因和情感反应；所测被试倾向于把运动结果归于个人可控的、不稳定的和内部的原因；归因能预测运动后的情感反应，但并非所有的归因维度都与运动后的情感反应有显著性相关；成败结果是影响被试归因和情感反应的重要因素；运动中的效能期望、归因方式和情感反应均存在着显著的性别差异。     

Learning strategy differentially impacts memory connections in children and adults

Even once children can accurately remember their experiences, they nevertheless struggle to use those memories in flexible new ways—as in when drawing inferences. However, it remains an open question as to whether the developmental differences observed during both memory formation and inference itself represent a fundamental limitation on children's learning mechanisms, or rather their deployment of suboptimal strategy. Here, 7–9-year-old children (N = 154) and young adults (N = 130) first formed strong memories for initial (AB) associations and then engaged in one of three learning strategies as they viewed overlapping (BC) pairs. We found that being told to integrate—combine ABC during learning—both significantly improved children's ability to explicitly relate the indirectly associated A and C items during inference and protected the underlying pair memories from forgetting. However, this finding contrasted with implicit evidence for memory-to-memory connections: Adults and children both formed A-C links prior to any knowledge of an inference test—yet for children, such links were most apparent when they were told to simply encode BC, not integrate. Moreover, the accessibility of such implicit links differed between children and adults, with adults using them to make explicit inferences but children only doing so for well-established direct AB pairs. These results suggest that while a lack of integration strategy may explain a large share of the developmental differences in explicit inference, children and adults nevertheless differ in both the circumstances under which they connect interrelated memories and their ability to later leverage those links to inform flexible behaviours.

Research Highlights

• Children and adults view AB and BC pairs related through a shared item, B. This provides an opportunity for learners to connect A–C in memory.
• Being encouraged to integrate ABC during learning boosted performance on an explicit test of A–C connections (children and adults) and protected from forgetting (children).
• Children and adults differed in when implicit A–C connections were formed—occurring primarily when told to separately encode BC (children) versus integrate (adults), respectively.
• Adults used implicit A–C connections to facilitate explicit judgments, while children did not. Our results suggest developmental differences in the learning conditions promoting memory-to-memory connections.