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Few have entertained the idea that Georg Cantor, the creator of set theory, might have influenced Edmund Husserl, the founder of the phenomenological movement. Yet an exchange of ideas took place between them when Cantor was at the height of his creative powers and Husserl in the throes of an intellectual struggle during which his ideas were particularly malleable and changed considerably and definitively. Here their writings are examined to show how Husserl's and Cantor's ideas overlapped and crisscrossed in the areas of philosophy and mathematics, arithmetization, abstraction, consciousness and pure logic, psychologism, metaphysical idealism, new numbers, and sets and manifolds. 相似文献
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Cheryl A. King Steven H. Katz Neera Ghaziuddin Elena Brand Elizabeth Hill Laurie McGovern 《Journal of abnormal child psychology》1997,25(3):173-181
The Diagnostic Interview Schedule for Children (DISC-2.3) was studied in a sample of 265 adolescent inpatients to determine type and concurrent validity of depressive symptoms and depressive disorder diagnoses for different DISC-2.3 informants (parent, adolescent, both). The Children's Depression Rating Scale — Revised, Reynolds Adolescent Depression Scale (RADS), Suicide Ideation Questionnaire — Junior, Spectrum of Suicide Behavior Scale, and clinical consensus diagnoses were used to assess concurrent validity. Results indicated that (1) parents, compared to adolescents, reported a higher prevalence of all depressive symptoms with the exception of weight change; (2) DISC-2.3 depressive and suicidality symptoms were related positively to independent validating criteria for all informant conditions, suggesting good concurrent validity; (3) the DISC-2.3 both informant condition correctly identified the most depressive disorders; and (4) the parent, but not the adolescent, DISC-2.3 Informant condition contributed to the prediction of clinical consensus diagnoses of depression after taking into account RADS scores. 相似文献
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Wesley D. Allan Javad H. Kashani Julie Dahlmeier Payam Taghizadeh John C. Reid 《Journal of abnormal child psychology》1997,25(6):465-473
The purpose of the current study was to examine the psychometric properties and clinical utility of the Scale for Suicide Ideation (SSI) for children. The SSI was administered to 100 children who were hospitalized. Data were not used from 13 subjects due to the presence of a psychotic disorder or IQ less than 70, leaving 87 participants. The SSI was examined regarding its internal consistency, concurrent validity, construct validity, and factor structure when used with children. Based on the findings, the SSI appears to have adequate psychometric properties and can be used by clinicians and researchers examining children in an inpatient setting. Recommendations for clinicians are included to help make the SSI more functional in use for children. 相似文献
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Stephen Hill 《Knowledge, Technology, and Policy》1995,8(2):88-112
The pace, shape and meaning of development are cultural phenomena—fundamentally driven by the meanings people ascribe to their
action, to the symbols they aspire to, and by the wider values contexts within which they are acting. However, people participating
within the development process continuously confront a tension between the assertion of the cultural meanings of the local
known social world and the assertion of the meanings of an idealized largely unknown social world that stretches beyond immediate
experience, and that is particularly represented in commodity symbols and media images. Tension is therefore between indigenization
or globalization. The product, greater valence of indigenization or globalization, results from the alternative ways in which
tension between the two domains is resolved.
In the modern social world access to knowledge, as well as the impact of knowledge embodied within technological artifacts,
are key drivers in both the level of participation in development and the level of colonization of indigenized meanings by
globalized frameworks of understanding. The current paper therefore focuses on the role of knowledge within the interactions
between globalization and indigenization.
The paper demonstrates that the general trend of development during the last half of the twentieth century has driven cultural
change towards more globalized meanings and dependencies. The dynamics of technological access and change are centrally implicated.
However, new opportunities are opening up at both local indigenized levels and within modernizing sectors, and the essence
of these opportunities lies in capturing a cultural advantage. At the indigenous society level, a focus on capitalizing on
indigenous technical knowledge can have enormous payoffs in terms of economic development outcomes. Meanwhile, a focus on
linking local with modernizing sectors through bridging technologies and knowledge across indigenous and global cultures allows
indigenous cultures to share in the economic benefits of modernization. And finally, a new wave of change is emerging in the
modernized sector itself, opening up quite new opportunities for “small players”—whether they be small firms or small countries.
The opportunities are set within change in the global orders of technology and science over the last five to ten years. What
matters is the ability of these small players to be highly responsive, to capture knowledge flows through both technical and
social capabilities of their people; in other words, global advantage follows from capture of local cultural strength.
Stephen Hill is foundation director for the Center for Research Policy, located at the University of Wollongong, and established
as a special research center of the Australian Research Council. More recently, he was appointed Regional Director of UNESCO
for South East Asia and the Pacific. Professor Hill will assume his new appointment in June, 1995. 相似文献
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Summary Although acting consistently has been found to improve memory, the reasons for this are unclear. In this investigation, we tested whether acting improves recall by integrating separate elements within an action into an organized whole and whether this process may be strategic. First graders, fourth graders, and college-aged adults listened to, acted out, or watched the performance of action-object phrases and then verbally reported or enacted the phrases. Phrases composed of transitive verbs were expected to be integrated more by action than phrases composed of intransitive verbs, and consequently recalled better, especially by the younger children. Recall increased between first and fourth grades, suggesting that some aspects of action memory may be strategic; however, there was no evidence that acting improves recall by means of integration. The pattern of results suggested that the nature of an action's outcome may contribute to the enactment effect. 相似文献