哈茨霍恩的后现代宗教观

关于C．哈茨霍恩(Charles HartShorne,1887--2000年,美国名宗教哲学家、过程神学主要代表人物之一。——译),人们知道得最多、讨论得最多的也许是他关于神的本质和存在的观念。的确,他的许多最重要的贡献都来自这一主题。     

Executive functions predict conceptual learning of science

We examined the relationship between executive functions and both factual and conceptual learning of science, specifically chemistry, in early adolescence. Sixty‐three pupils in their second year of secondary school (aged 12–13 years) participated. Pupils completed tasks of working memory (Spatial Working Memory), inhibition (Stop‐Signal), attention set‐shifting (ID/ED), and planning (Stockings of Cambridge), from the CANTAB. They also participated in a chemistry teaching session, practical, and assessment on the topic of acids and alkalis designed specifically for this study. Executive function data were related to (1) the chemistry assessment which included aspects of factual and conceptual learning and (2) a recent school science exam. Correlational analyses between executive functions and both the chemistry assessment and science grades revealed that science achievements were significantly correlated with working memory. Linear regression analysis revealed that visuospatial working memory ability was predictive of chemistry performance. Interestingly, this relationship was observed solely in relation to the conceptual learning condition of the assessment highlighting the role of executive functions in understanding and applying knowledge about what is learned within science teaching.     

Confusable gratings selectively elicit orientation-contingent colour aftereffects

Induction of orientation-selective colour aftereffects (the McCollough effect) was studied with groups of young children who differed in their ability to discriminate an oblique grating from its mirror-image under recognition conditions. If the McCollough effect is generated through associative learning, children who failed to learn simple identifying responses to oblique lines as a function of the direction in which the lines point should also fail to associate colour lablels selectively to these same stimuli. Instead, the ease with which the McCollough effect was induced by alternate exposure to left-oblique lines in green light and right-oblique lines in red light was independent of the ability of the young child to discriminate direction of line under recognition conditions.     

Some components of colour-word interference and their relationship with field dependence

It was suggested that the standard colour-word interference situation involves a number of distinct factors, each of which will contribute to the overall delay. Interference was analysed in terms of the delay associated with particular characteristics of different interfering stimuli; these measures were found to be unrelated, and were thus held to represent distinct components of the interference effect. Field dependence was primarily related to the component which was described as ‘perceptual distraction’.