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81.
网络人际交往对中国人际关系模式的影响 总被引:1,自引:0,他引:1
互联网的发展已经远远超出了其作为信息传递和信息共享工具的功能,正在对人们的工作、娱乐、交往、消费、学习等产生越来越大的影响,其所具有的不同于现实人际交往的物理环境的独特特征,为现实生活中的人们提供了一个全新的交往空间,似乎将瓦解现实社会生活中基于面对面的人际交往而形成的人际关系模式。但当互联网所营造的虚拟交往空间仅仅被人们当成扩大交往对象和社会关系圈的工具时,其对现实人际关系模式可能产生的根本性影响却值得质疑。 相似文献
82.
It is assumed linguistic symbols must be grounded in perceptual information to attain meaning, because the sound of a word in a language has an arbitrary relation with its referent. This paper demonstrates that a strong arbitrariness claim should be reconsidered. In a computational study, we showed that one phonological feature (nasals in the beginning of a word) predicted negative valence in three European languages (English, Dutch, and German) and positive valence in Chinese. In three experiments, we tested whether participants used this feature in estimating the valence of a word. In Experiment 1, Chinese and Dutch participants rated the valence of written valence-neutral words, with Chinese participants rating the nasal-first neutral-valence words more positive and the Dutch participants rating nasal-first neutral-valence words more negative. In Experiment 2, Chinese (and Dutch) participants rated the valence of Dutch (and Chinese) written valence-neutral words without being able to understand the meaning of these words. The patterns replicated the valence patterns from Experiment 1. When the written words from Experiment 2 were transformed into spoken words, results in Experiment 3 again showed that participants estimated the valence of words on the basis of the sound of the word. The computational study and psycholinguistic experiments indicated that language users can bootstrap meaning from the sound of a word. 相似文献
83.
Perceived positive teacher–student relationship as a protective factor for Chinese left‐behind children's emotional and behavioural adjustment
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Using cross‐sectional data collected in rural communities of two provinces of China, this study examined the protective role of perceived positive teacher–student relationship for Chinese left‐behind children. The participants included 1442 children with a mean age of 14.13 classified into two groups: a left‐behind group (104 boys and 110 girls) and a comparison group (588 boys and 640 girls). Self‐reported questionnaires concerning self‐esteem, depression, problem behaviours and the teacher–student relationship were administered. Relative to the comparison group, after controlling for age, gender and family socioeconomic status, the left‐behind group was disadvantaged in terms of self‐esteem and depression but not in problem behaviours. As hypothesised, the results of regression analyses indicated that teacher–student relationship positively predicted self‐esteem and negatively predicted depression and problem behaviours for both groups. Moreover, the association between teacher–student relationship and depression was stronger among the left‐behind group, suggesting that left‐behind children were more responsive to the positive effect of a desired teacher–student relationship. Taken together, the results of our study support the idea that perceived positive teacher–student relationship may serve as a protective factor for left‐behind children. Practical implications and limitations of the present study are discussed. 相似文献
84.
Hsueh Qu 《Philosophical Studies》2014,170(3):501-524
The inoffensive title of Section 1.4.7 of Hume’s Treatise of Human Nature, ‘Conclusion of this Book’, belies the convoluted treatment of scepticism contained within. It is notoriously difficult to decipher Hume’s considered response to scepticism in this section, or whether he even has one. In recent years, however, one line of interpretation has gained popularity in the literature. The ‘usefulness and agreeableness reading’ (henceforth U&A) interprets Hume as arguing in THN 1.4.7 that our beliefs and/or epistemic policies are justified via their usefulness and agreeableness to the self and others; proponents include Ardal (in Livingston & King (eds.) Hume: a re-evaluation, 1976), Kail (in: Frasca-Spada & Kail (eds.) Impressions of Hume, 2005), McCormick (Hume Stud 31:1, 2005), Owen (Hume’s reason, 1999), and Ridge (Hume Stud 29:2, 2003), while Schafer (Philosophers, forthcoming) also defends an interpretation along these lines. In this paper, I will argue that although U&A has textual merit, it struggles to maintain a substantive distinction between epistemic and moral justification—a distinction that Hume insists on. I then attempt to carve out the logical space for there being a distinctly epistemic notion of justification founded on usefulness and agreeableness. However, I find that such an account is problematic for two reasons: first, it cannot take advantage of the textual support for U&A; secondly, it is incompatible with other features of the text. 相似文献
85.
The development of morphological representations in young readers: a cross‐modal priming study
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Pauline Quémart Laura M. Gonnerman Jennifer Downing S. Hélène Deacon 《Developmental science》2018,21(4)
The way children organize words in their memory has intrigued many researchers in the past 20 years. Given the large number of morphologically complex words in many languages, the influence of morphemes on this organization is being increasingly examined. The aim of this study was to understand how morphemic information influences English‐speaking children's word recognition. Children in grades 3 and 5 were asked to complete a lexical decision priming task. Prime‐target pairs varied in semantic similarity, with low (e.g., belly‐bell), moderate (e.g., lately‐late), and high similarity relations (e.g., boldly‐bold). There were also word pairs similar in form only (e.g., spinach‐spin) and in semantics only (e.g., garbage‐trash). Primes were auditory and targets were presented visually. Analyses of children's lexical decision times revealed graded priming effects as a function of the convergence of form and meaning. These results indicate that developing readers do not necessarily need to lexicalize morphological units to facilitate word recognition. Their ability to process the morphological structure of words depends on their ability to develop connections between form and meaning. 相似文献
86.
Hsueh Qu 《Philosophy and phenomenological research》2018,96(3):517-539
Much has been written about Kemp Smith's (1941) famous problem regarding the tension between Hume's naturalism and his scepticism. However, most commentators have focused their attention on the Treatise; those who address the Enquiry often take it to express essentially the same message as the Treatise. When Hume's scepticism in the Enquiry has been investigated in its own right, commentators have tended to focus on Hume's inductive scepticism in Sections 4 and 5. All in all, it seems that Section 12 has been unduly neglected. This paper seeks to address Kemp Smith's problem from the standpoint of Hume's treatment of scepticism in EHU 12, and finds an interesting internalist account that makes sense both of Hume's discussion in EHU 12, and his aims in the Enquiry as a whole. Moreover, it is one that is of substantive philosophical interest, having intriguing parallels to contemporary epistemological accounts. 相似文献
87.
本文在实际调查和广泛收集资料的基础上,运用民俗学、社会学、民族学、文化人类学等学科理论梳理和分析了哈尼族祖先崇拜在丧葬期间和节假日中的不同礼仪分类及其特点,探讨了哈尼族祖先崇拜在道德评价、行为约束、情感凝聚等三方面的调适作用。 相似文献
88.
Guomei Zhou Lingxiao Zhang Jinting Liu Jiaoteng Yang Zhe Qu 《Consciousness and cognition》2010,19(1):408-412
The recognition memory for inverted faces is especially difficult when compared with that for non-face stimuli. This face inversion effect has often been used as a marker of face-specific holistic processing. However, whether face processing without awareness is still specific remains unknown. The present study addressed this issue by examining the face inversion effect with the technique of binocular rivalry. Results showed that invisible upright faces could break suppression faster than invisible inverted faces. Nevertheless, no difference was found for invisible upright houses and invisible inverted houses. This suggested that face processing without awareness is still specific. Some face-specific information can be processed by high-level brain areas even when that information is invisible. 相似文献
89.
Hsueh Qu 《Pacific Philosophical Quarterly》2019,100(1):24-46
Most interpretations of Hume's is/ought passage (THN 3.1.1.27) can be broadly divided into two camps: those thinking Hume to rule out logical inferences from is to ought, and those thinking Hume to only raise surmountable difficulties for inferences from is to ought. I undermine the positive support for both these interpretations, and argue, by drawing parallels with Hume's argument on induction, that Hume's Law instead rules out all forms of inference from is to ought. 相似文献
90.