A Source Of Metacomprehension Inaccuracy

In the present study we examined the basis of students' self-evaluations of comprehension performance. We manipulated text difficulty to maximize performance variability across reading trials and to minimize the likelihood of giving similar performance evaluations across trials. Students were allowed to acquire task (prior) experience across nine reading trials. A path model analysis was then used to examine the basis of students' self-evaluations within and across trials 10, 11, and 12. The results showed that despite nine learning trials, students did not assess performance based on each individual trial (proximal experience). Rather, self-evaluations were influenced by prior trials (distal experience). Thus, immediate self-evaluations are not assessments of immediate performance but assessments of generalized self-representations of ability formed from distal experience.     

马克思早期政治哲学逻辑进路的伦理向度——以精神现象学的嵌入为视角

马克思早期政治哲学呈现出从《莱茵报》时期对彰显特殊自由的市民社会与昭示普遍自由的政治国家间的对立所产生的“苦恼疑问”,到《德法年鉴》时期对资产阶级政治解放所造成的手段与目的的颠倒而感到的“困惑不解”,再到《巴黎手稿》时期对因资产阶级私有制而造成的异化劳动所导致的人的个体生活与类生活之间的斗争而提出共产主义是“历史之谜的解答”发展的清晰的逻辑路线图。精神现象学揭示了自我意识的伦理性对苦恼性的超越历程,即从自我意识环节的苦恼意识,发展到理性环节的自我意识的颠倒(自由的普遍性与个体性的意识错乱),再到精神环节的自我意识的绝对自由的否定性(自由的普遍性被个体性僭越),最后到绝对精神环节经绝对宗教概念的发展实现了实体与自我意识的和解,最终以绝对知识所理解的意识与自我意识统一中的纯粹的绝对自由而终结。它嵌入在马克思早期对政治哲学的逻辑把握中。马克思早期政治哲学在对个体利益与普遍利益关系的追问中彰显出鲜明的伦理向度。     

Cognitive Predictors of English Reading Achievement in Chinese English-Immersion Students

This study investigated the effects of English and Chinese phonological awareness (PA) and naming speed (NS) on English reading achievement and the evidence for cross-linguistic transfer in Chinese English-immersion students. English PA was a significant predictor of English reading achievement for immersion students in Grades 2 and 4. There was little evidence of cross-linguistic transfer from Chinese PA and NS to English reading achievement. English immersion students performed equal to non-immersion students on NS and mathematics in both grades, and in Chinese PA in Grade 4. Results are discussed in terms of theories of reading development in second language.     

Experimental Test of Escape Theory: Accessibility to Implicit Suicidal Mind

This study tested the Escape Theory prediction that individuals blaming themselves for failure experience increased accessibility to implicit suicidal mind. One hundred and thirty‐eight undergraduate medical students were randomly assigned to three groups: failure‐related priming, success‐related priming, and control. Following experimental conditions, participants completed a death/suicide Implicit Association Test. Results revealed significant differences between groups in accessibility to implicit suicidal mind. Furthermore, priming manipulation interacted with individual differences in locus of control (LOC). Significant differences in accessibility to implicit suicidal mind were observed in individuals with internal LOC, while effects of priming manipulation were eliminated in individuals with external LOC.