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Ilan Gur-Zeev 《Studies in Philosophy and Education》2011,30(5):477-483
Under the post-metaphysical sky “old” humanistic-oriented education is possible solely at the cost of its transformation into
its negative, into a power that is determined to diminish human potentials for self-exaltation. Nothing less than total metamorphosis
is needed to rescue the core of humanistic genesis: the quest for edifying Life and resistance to the call for “home-returning”
into the total harmony that is promised to us within nothingness. 相似文献
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Viridiana L. Benitez Federica Bulgarelli Krista Byers‐Heinlein Jenny R. Saffran Daniel J. Weiss 《Developmental science》2020,23(2)
Language acquisition depends on the ability to detect and track the distributional properties of speech. Successful acquisition also necessitates detecting changes in those properties, which can occur when the learner encounters different speakers, topics, dialects, or languages. When encountering multiple speech streams with different underlying statistics but overlapping features, how do infants keep track of the properties of each speech stream separately? In four experiments, we tested whether 8‐month‐old monolingual infants (N = 144) can track the underlying statistics of two artificial speech streams that share a portion of their syllables. We first presented each stream individually. We then presented the two speech streams in sequence, without contextual cues signaling the different speech streams, and subsequently added pitch and accent cues to help learners track each stream separately. The results reveal that monolingual infants experience difficulty tracking the statistical regularities in two speech streams presented sequentially, even when provided with contextual cues intended to facilitate separation of the speech streams. We discuss the implications of our findings for understanding how infants learn and separate the input when confronted with multiple statistical structures. 相似文献
47.
An influential account of selective semantic deficits posits that visual features are heavily weighted in the representations of animals, whereas information about function is central in the representations of tools (e.g., Warrington & Shallice, 1984 ). An alternative account proposes that information about all types of objects-animate and inanimate alike-is represented in a distributed semantic architecture by verbal-propositional, tactile, visual, and proprioceptive-motor nodes, reflecting the degree to which these systems were activated when the knowledge was acquired (e.g., Allport, 1985 ). We studied a group of left hemisphere chronic stroke patients, some of whom were apraxic, with measures of declarative tool and animal knowledge, body part knowledge, and function and manipulation knowledge of artifacts. Apraxic (n=7) and nonapraxic (n=6) subjects demonstrated a double dissociation of performance on tests of tool and animal knowledge, suggesting that the apraxic group was not simply more severely impaired overall. Apraxics were relatively impaired in manipulation knowledge, whereas nonapraxics tended to be relatively impaired in function knowledge. Apraxics were also more impaired with body parts than nonapraxics. The association of gestural praxis, tool knowledge, body part knowledge, and manipulation knowledge suggests a coherent basis for the organization of semantic artifact knowledge in frontoparietal cortical regions specialized for sensorimotor functions, and thus provides support for the distributed architecture account of the semantic system. 相似文献
48.
In the first part of this paper we review evidence suggesting that there exists a mechanism that selects input on the basis of its similarity to the required action. This response-based input selection differs from the more established space- and object-based input selection in that it is not constrained by the structure of the input. Our evidence suggests that the two-choice Stroop effect is caused by this response-based selection mechanism. By contrast, it is known that the flanker effect is determined by the space- and object- based selection mechanisms. We explore whether the conflict resolution of the Stroop and flanker tasks is different as well by embedding these two tasks in a PRP (Psychological Refractory Period) paradigm. We show that the Stroop and the PRP effects are additive whereas the flanker and the PRP effects are underadditive, suggesting that the processes in charge of the conflict resolution in the Stroop and the flanker tasks are indeed different. We discuss possible reasons for this difference, and discuss possible ways in which the response-based mechanism can be implemented in information processing models. 相似文献
49.
This experiment investigated whether phonological priming of syllables helps resolve tip-of-the-tongue (TOT) states in young and older adults. Young, young-old, and old-old adults read general knowledge questions and responded "know," "TOT," or "don't know" accordingly. Participants then read a list of 10 words that included 3 phonological primes corresponding solely to the first, middle, or last syllable of the target word. Young and young-old adults resolved more TOTs after first-syllable primes, but old-old adults showed no increase in TOT resolution following any primes. These results indicate that presentation of the first syllable of a missing word strengthens the weakened phonological connections that cause TOTs and increases word retrieval, but not for old-old adults who experience greater deficits in the transmission of priming across these connections. 相似文献
50.
Numerous previous investigators have explained species differences in spatial memory performance in terms of differences
in foraging ecology. In three experiments we attempted to extend these findings by examining the extent to which the spatial
memory performance of echidnas (or "spiny anteaters") can be understood in terms of the spatio-temporal distribution of their
prey (ants and termites). This is a species and a foraging situation that have not been examined in this way before. Echidnas
were better able to learn to avoid a previously rewarding location (to "win-shift") than to learn to return to a previously
rewarding location (to "win-stay"), at short retention intervals, but were unable to learn either of these strategies at retention
intervals of 90 min. The short retention interval results support the ecological hypothesis, but the long retention interval
results do not.
Electronic Publication 相似文献