颜色对基于时间的视觉选择的影响

旨在探讨颜色属性对基于时间的图形预览搜索的影响及其机制。实验采用视觉标记实验范式的变式考察三种颜色的图形刺激的预览收益。结果发现:搜索与旧干扰物相同颜色的靶子和搜索新异颜色刺激并未出现反应时的差异,而且,两者都快于搜索与新干扰物颜色相同的靶子。这说明,在图形刺激的预览搜索中,观察者没有主动抑制旧干扰物的颜色,而是主动加工新出现的刺激。还探讨了基于颜色标记的抑制机制和主动非抑制机制。     

Solving Smullyan Puzzles with Formal Systems

Solving numeric, logic and language puzzles and paradoxes is common within a wide community of high school and university students, fact witnessed by the increasing number of books published by mathematicians such as Martin Gardner (popular books as old as Gardner in Aha! insight. W. H. Freeman & Co., London, 1978, Wheels, life and other mathematical amusements. W H Freeman & Co., London, 1985), Douglas Hofstadter [in one of the best popular science books on paradoxes (Hofstadter in Godel, escher, bach: an eternal golden braid, Penguin, London, 2000)], inspired by Gödel’s incompleteness theorems), Patrick Hughes and George Brecht (see Hughes and Brecht in Vicious circles and infinity, an anthology of paradoxes. Penguin Books, London, 1993) and Raymond M. Smullyan (the most well known being Smullyan in Forever undecided, puzzle guide to godel. Oxford Paperbacks, Oxford 1988, To Mock a Mockingbird and other logic puzzles. Oxford Paperbacks, Oxford 2000, The lady or the tiger? And other logic puzzles. Dover Publications Inc., Mineola 2009), inter alia. Books by Smullyan (such as Smullyan 1988, 2000) are, however, much more involved, since they introduce learning trajectories and strategies across several subjects of mathematical logic, as difficult as combinatorial logic (see, e.g., Smullyan 2000), computability theory (see Smullyan 1988), and proof theory (see Smullyan 1988, 2009). These books provide solutions to their suggested exercises. Both statements and their solutions are written in the natural language, introducing some informal algorithms. As an exercise in Mathematics we wonder if an easy proof system could be devised to solve the amusing equations proposed by Smullyan in his books. Moreover, university students of logic could well train themselves in constructing deductive systems to solve puzzles instead of a non-uniform treatment one by one. In this paper, addressing students, we introduce one such formal systems, a tableaux approach able to provide the solutions to the puzzles involving either propositional logic, first order logic, or aspect logic. Let the reader amuse herself or himself!     

乌鲁木齐市居民公共卫生服务需求及利用调查

为了解社区居民对公共卫生服务的需求及利用情况,对乌鲁木齐市211户家庭共计570人进行了问卷调查,结果显示,居民对国家基本公共卫生服务的知晓率和利用率偏低;居民认为有必要开展传染病及突发公共卫生事件管理、65岁以上老年人管理和慢性病管理;居民对社区公共卫生服务,不满意的原因主要是服务内容不能满足要求.     

孙诒让管子研究之特色与影响

道咸以来,考据学渐衰,《管子》研究也随之进入了平缓时期。生活于清末的学者孙诒让,在《管子》研究史上承前启后,乃清末考据学之杰出者。他的《札迻》引经据典,校勘辨疑,极有乾嘉之遗风。特别是其中的《管子》部分,充分体现其学术思想,无论内容还是特色,很有典型性。后世学者校读《管子》,多以不同版本对勘,再参以前人之成果,注重多重证据,就是受了孙诒让《管子》研究的影响。     

ICU向患者家属开放的理论研究

ICU实行的基本是封闭式管理,这不仅带来了一些伦理问题,也容易引发医疗纠纷,从伦理学的需要、预防医疗纠纷、改善医患关系等方面探讨ICU向患者家属开放的必要性,分析开放存在的问题,论证了ICU向患者家属开放的可行性.     

连续统问题与Ω猜想

自从哥德尔和科恩证明了康托连续统假设相对于集合论公理系统ZFC的独立性之后,围绕着连续统问题,形式主义者和柏拉图主义者展开了持久争论。我们在本文中试图论证,武丁有关连续统假设所取得的最新进展有力地支持了柏拉图主义的立场。另一方面,我们把这些新进展看作是在哥德尔纲领下进行的工作,因此,作为一种哲学立场,柏拉图主义也推动着对集合宇宙的日益深刻的理解。     

伴有广场恐怖症的惊恐障碍的网络心理学治疗新技术

近年来,加拿大Universitédu Québec en Outaouais大学Bouchard教授领导的团队进行了一系列网络心理学的研究,这种研究尝试将最新的计算机技术融合到传统临床心理治疗中去,并通过实验来评估其疗效。针对伴有广场恐怖症的惊恐障碍的研究一直是其研究重点,其包括对传统认知行为疗法(Cognitive Behavior Therapy,CBT)的评价研究、将远程视频会议技术应用于CBT疗法的研究,以及将虚拟现实技术与传统CBT疗法相结合的研究。     

国有企业经营者道德风险:深层导因及对策研究

我国国有企业经营者出现道德风险行为的原因主要来自这样几个方面:国有企业产权制度本身的缺陷、法人治理结构的缺陷、国有企业经营者人力资本与其报酬的不对称、对国有企业经营者难以进行有效的监督。要消除国有企业经营者道德风险行为,需要从建立健全企业经营者的激励机制、建立健全公司内部的权利制衡机制、建立严格的约束机制、完善公司治理结构、加强监督等方面采取防范对策。     

自主任务转换中的重构和干扰

任务转换是研究执行功能的常用范式。任务转换通常伴随着转换代价：执行转换任务比重复任务的反应时更长、错误率更高。转换代价可能反映了任务设置重构(重构理论), 也可能表明任务之间存在干扰(干扰理论)。与任务线索范式相比, 自主任务转换范式更具生态效度, 而且不仅能获得转换代价这个传统结果, 还引入了任务选择比例、任务转换率等新指标, 其结果倾向于支持重构理论。此外, 新近研究指出自主任务转换可能也包含干扰的作用。未来, 应通过进一步改进实验范式等方法, 实现两大理论的融合。     

Cultural Effects on English Language Teachers’ Judgments of Metaphoric Creativity: A Mixed‐Methods Approach

This study explored cultural influences on English language teachers’ judgments of English metaphors created by Taiwanese learners of English. Based on a mixed‐methods approach, it delved into the rating severity and implicit evaluation criteria of two cultural groups of teachers: Taiwanese and Americans. Ten Taiwanese teachers and 10 American teachers evaluated 120 novel metaphoric expressions using the Consensual Assessment Technique (Amabile, 1996). Creativity in context: Update to the social psychology of creativity. They further filled out a creativity evaluation survey, which was designed to bring to light what qualities within the metaphors influenced their judgments of metaphoric creativity. With the teachers’ ratings being analyzed by means of many‐facet Rasch measurement, this study first indicated that the American teachers were more severe raters than the Taiwanese teachers, but no significant difference was found between them. Analysis of the evaluation survey further demonstrated that both cultural groups shared largely similar evaluation criteria; yet, two contrasts emerged between them. Specifically, the American teachers seemed to favor metaphors that expressed the creator's thoughts; by contrast, the Taiwanese teachers preferred metaphors that relied on readers’ imagination to work out the meanings. These findings shed light on implications for teaching creativity in English L2 classrooms and assessing learners’ creative language artifacts in an English L2 context.