Perceptual processing affects conceptual processing

According to the Perceptual Symbols Theory of cognition ( Barsalou, 1999 ), modality-specific simulations underlie the representation of concepts. A strong prediction of this view is that perceptual processing affects conceptual processing. In this study, participants performed a perceptual detection task and a conceptual property-verification task in alternation. Responses on the property-verification task were slower for those trials that were preceded by a perceptual trial in a different modality than for those that were preceded by a perceptual trial in the same modality. This finding of a modality-switch effect across perceptual processing and conceptual processing supports the hypothesis that perceptual and conceptual representations are partially based on the same systems.     

马克思主义中国化的出场路径——重读《实践论》

重大历史时刻的高度重合往往映现着某种深刻的辩证结果.今年,<实践论>发表已逾70年,改革开放已历30周年.70年沧桑、30年辉煌,其中贯穿着一条主线:经过革命、建设、改革与发展历史的反复验证,马克思主义中国化的出场路径反复凸现:一切从实际出发是马克思主义中国化的现实出发点;从自主的实践出发科学地理解马克思主义文本的意义,促进两者的思想结合是后发展国家探索真理的基本道路;展开积极的思想对话、营造民主氛围是造就马克思主义理论创新、与时俱进的基本条件.     

关于研究翻译世界无神论著作的座谈会在京举行

2008年3月11日上午,中国无神论学会邀请部分在京专家和出版社编辑就组织翻译出版世界无神论著作的问题进行了座谈。 会议首先介绍了翻译世界无神论著作的学术背景和主要动因。认为：当前社会种种迹象表明,西方宗教渗透开始进入我国社会、经济、文化、教育等等领域,对我国的文化安全和意识形态构成威胁。尤其是大学里传教问题比较严重,     

Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance

The purpose of this article is to add to the discussion regarding identification of students with emotional and behavioral disorders (EBD). In addition, the article discusses services that students with EBD receive and their outcomes. The article reviews data from several national longitudinal studies to present a comprehensive picture of issues pertinent to this group of students. Unfortunately, outcomes for these students continue to be dismal. The article concludes with a discussion of areas for further consideration and attention.     

Young infants' actions reveal their developing knowledge of support variables: converging evidence for violation-of-expectation findings

Violation-of-expectation (VOE) tasks have revealed substantial developments in young infants' knowledge about support events: by 5.5 months, infants expect an object to fall when released against but not on a surface; and by 6.5 months, infants expect an object to fall when released with 15% but not 100% of its bottom on a surface. Here we investigated whether action tasks would reveal the same developmental pattern. Consistent with VOE reports, 5.5- and 6.5-month-old infants were more likely to reach for a toy that rested on as opposed to against a surface; and 6.5- but not 5.5-month-olds were more likely to reach for a toy with 100% as opposed to 15% of its bottom on a surface. Infants at each age thus used their support knowledge to determine whether the toys were likely to be retrievable or to be attached to adjacent surfaces and hence irretrievable. These and control findings extend recent evidence that developmental patterns observed in VOE tasks also hold in action tasks, and as such provide further support for the view that VOE and action tasks tap the same physical knowledge.     

教学效能感与教师工作压力及工作倦怠的关系

采用问卷法对728名中学教师的工作压力、教学效能感对其工作倦怠的影响进行研究,结果发现:工作压力不仅直接导致工作倦怠,还通过影响教师的教学效能感从而导致工作倦怠;教学效能感是工作压力和工作倦怠之间的部分中介.作用路径为:工作压力直接和通过降低一般教学效能感导致情绪衰竭,工作压力直接和通过降低一般教学效能感与个人教学效能感导致人格解体,工作压力通过降低个人教学效能感导致成就感低.     

Measuring an Individual's Tendency to Take Risks: The Risk Propensity Scale1

A new, short, and easily administered Risk Propensity Scale (RPS) is introduced that measures general risk‐taking tendencies. This paper investigates the reliability and discriminant validity of the RPS. The RPS provided scores that yielded a good internal reliability coefficient and adequate test–retest reliability, and the scores correlated moderately to well with those of the Everyday Risk Inventory and the short Sensation‐Seeking Scale. The correlation with the scores from other scales (Need for Cognition scale, Need for Structure scale, and 2 self‐esteem scales) was low to moderate, indicating good discriminant validity. The findings are discussed in relation to risk‐perception research using gambling experiments and in relation to their usefulness for risky decision‐making research.     

Can infants be "taught" to attend to a new physical variable in an event category? The case of height in covering events

As they observe or produce events, infants identify variables that help them predict outcomes in each category of events. How do infants identify a new variable? An explanation-based learning (EBL) account suggests three essential steps: (1) observing contrastive outcomes relevant to the variable; (2) discovering the conditions associated with these outcomes; and (3) generating an explanation for the condition-outcome regularity discovered. In Experiments 1-3, 9-month-old infants watched events designed to "teach" them the variable height in covering events. After watching these events, designed in accord with the EBL account, the infants detected a height violation in a covering event, three months earlier than they ordinarily would have. In Experiments 4-6, the "teaching" events were modified to remove one of the EBL steps, and the infants no longer detected the height violation. The present findings thus support the EBL account and help specify the processes by which infants acquire their physical knowledge.     

幼儿执行功能的发展对心理理论发展的影响*

采用追踪研究设计,探讨儿童3至5岁成长过程中,执行功能与心理理论发展间的预测关系。以155名3岁、4岁儿童为被试,采用经典实验任务对儿童的执行功能和心理理论进行间隔1年的追踪测查,并运用分层回归分析检验了二者间的预测关系。结果发现：儿童执行功能、心理理论在3至5岁期间均有显著的发展,且在此期间执行功能、心理理论的个体差异相对稳定;儿童在3岁、4岁时执行功能与心理理论呈显著正相关,但在5岁时二者间相关不显著;儿童3岁时的执行功能能够显著预测3至4岁期间心理理论的发展,而4岁时的执行功能不能预测4至5岁期间心理理论的发展;3至5岁期间,心理理论对执行功能发展始终不具有预测作用。