“有”、“无”之辨——《老子》第一章再读解

<正>《老子》第一章是老子"道"论的总纲,也可视为整部《老子》的眼目。"道"("恒道")由此而定其所导,"名"("恒名")由此而明其所谓;老子之属意,于此可窥其大略。自《韩非子》以至于汉魏以降,《老子》注疏之众不可胜数,而诸注之意境则大都可从其对于第一章的诠释判别高下。今以帛书《老子》为底本,参酌世传碑、刻、注本,于前贤思绎之未尽处对《老子》第一章再作申解,以期寻取"众眇"所通而我心所契的玄理之门。或有未当,方家正焉。     

More Than Two Choices: The Influence of Context on the Framing Effect

The framing effect demonstrates that two options with different risk levels affect people??s risk preferences, even if both options are logically equivalent. However, in reality we are almost always confronted with more than two choices, rather than a single manipulated message. In this paper, we simultaneously manipulate the framing effect and the context effect, including the attraction effect and the compromise effect, to examine the influence of context on framing. The results of two studies show that context influences the original choice preference arising from the framing effect. Moreover, the framing effect is reduced when context effects are introduced to the original choice set.     

Effects of validity screening items on adolescent survey data

In 2 studies, we examined the use of validity screening items in adolescent survey data. In each study, adolescent respondents were asked whether they were telling the truth and paying attention in answering survey questions. In Study 1 (N = 7,801), the prevalence rates of student risk behaviors were significantly lower after inappropriate (invalid) responders were screened out of the sample. In addition, confirmatory and multigroup factor analyses demonstrated significant differences between the factor structures of school climate scales with valid versus invalid responders. In Study 2, student perceptions of school climate were correlated with teacher perceptions in 291 schools. A bootstrap resampling procedure compared the correlations obtained with valid versus invalid responding students in each school and found that valid responders had more positive views of school conditions and produced higher correlations with teacher perceptions. These findings support the value of validity screening items in improving the quality of adolescent survey data.     

Ontogeny of classical and operant learning behaviors in zebrafish

The performance of developing zebrafish in both classical and operant conditioning assays was tested with a particular focus on the emergence of these learning behaviors during development. Strategically positioned visual cues paired with electroshocks were used in two fully automated assays to investigate both learning paradigms. These allow the evaluation of the behavioral performance of zebrafish continuously throughout development, from larva to adult. We found that learning improves throughout development, starts reliably around week 3, and reaches adult performance levels at week 6. Adult fish quickly learned to perform perfectly, and the expression of the learned behavior is manifestly controlled by vision. The memory is behaviorally expressed in adults for at least 6 h and retrievable for at least 12 h.     

Confucian dynamism work values and team performance: A multiple‐level analysis

In this study we clarified the multiple‐level effects of Confucian‐related work values, including self‐discipline and interpersonal ethics, on the performance of individuals and the team. Empirical data of 70 work teams with 472 team members from Taiwanese enterprises were collected to test our hypotheses. Results showed that, at the group level, shared team values of interpersonal ethics were positively related to team performance through the partial mediation of team cooperation. For cross‐level effect, shared team values of interpersonal ethics and individual member's self‐discipline values were both positively related to individual performance. The implications of Confucian dynamism work values on contemporary organizational management and indigenous Chinese team theories were provided.     

Academic achievement in Norwegian secondary schools: the impact of violence during childhood

Using data from a national survey (N = 6,979) of young people in their last year in Norwegian secondary schools in 2007 (aged 18 and 19), this paper examines the effect of experience of violence including sexual abuse during childhood (before the age of 13) on the later academic achievement of young people. This investigation includes three types of violence: non-physical, physical and sexual, and two types of victimisation: being abused and witness to abuse. First we investigate the relationship between the experience of various violent acts before the age of 13 and young people??s later academic achievement. Second, applying the structural equation modelling technique, we take into account the effect of background factors such as parents?? educational attainment and gender, and the effect of mediating factors such as social capital and educational motivation on the academic achievement of the young victims. The results show that exposure to violence during childhood not only directly influences young people??s educational outcomes but also exerts indirect influences on their achievement through its impact on young victims?? social relations and psychological health.     

Distinguishing different strategies of across-dimension attentional selection

Selective attention in multidimensional displays has usually been examined using search tasks requiring the detection of a single target. We examined the ability to perceive a spatial structure in multi-item subsets of a display that were defined either conjunctively or disjunctively. Observers saw two adjacent displays and indicated whether the to-be-selected items within the two displays matched in terms of their spatial structure (the identity of the corresponding items within these subsets was not relevant to the task). The observers in our study could readily perceive conjunctively defined subsets, but had great difficulty with disjunctively defined subsets. The results pose a challenge to the popular idea that attention is guided by a "priority map" that sums bottom-up and top-down factors, whereas they are directly predicted by Boolean map theory of visual attention.     

Effect of visual-verbal load and spatial compatibility on stimulus response

This study examined the effects of visual-verbalload (as measured by a visually presented reading-memory task with three levels) on a visual/auditory stimulus-response task. The three levels of load were defined as follows: "No Load" meant no other stimuli were presented concurrently; "Free Load" meant that a letter (A, B, C, or D) appeared at the same time as the visual or auditory stimulus; and "Force Load" was the same as "Free Load," but the participants were also instructed to count how many times the letter A appeared. The stimulus-response task also had three levels: "irrelevant," "compatible," and "incompatible" spatial conditions. These required different key-pressing responses. The visual stimulus was a red ball presented either to the left or to the right of the display screen, and the auditory stimulus was a tone delivered from a position similar to that of the visual stimulus. Participants also processed an irrelevant stimulus. The results indicated that participants perceived auditory stimuli earlier than visual stimuli and reacted faster under stimulus-response compatible conditions. These results held even under a high visual-verbal load. These findings suggest the following guidelines for systems used in driving: an auditory source, appropriately compatible signal and manual-response positions, and a visually simplified background.     

Number of sense effects of Chinese disyllabic compounds in the two hemispheres

The current study manipulated the visual field and the number of senses of the first character in Chinese disyllabic compounds to investigate how the related senses (polysemy) of the constituted character in the compounds were represented and processed in the two hemispheres. The ERP results in experiment 1 revealed crossover patterns in the left hemisphere (LH) and the right hemisphere (RH). The sense facilitation in the LH was in favor of the assumption of single-entry representation for senses. However, the patterns in the RH yielded two possible interpretations: (1) the nature of hemispheric processing in dealing with sublexical sense ambiguity; (2) the semantic activation from the separate-entry representation for senses. To clarify these possibilities, experiment 2 was designed to push participants to a deeper level of lexical processing by the word class judgment. The results revealed the sense facilitation effect in the RH. In sum, the current study was in support of the single-entry account for related senses and demonstrated that two hemispheres processed sublexical sense ambiguity in a complementary way.