关于自由的一种存在论观点

一、关于自由的准备性理解自由、幸福和公正是在伦理学中必须讨论的三个基本问题 ,但是 ,自由并不是伦理学问题 ,而是伦理学的哲学基础问题 (与之不同 ,幸福和公正则是伦理学的核心问题 )。这样一个细微的区分并非没有必要 ,因为在现代社会里 ,绝大多数人都把自由看作是一种价值 ,而这是一个细微但是重要的错误。价值意味着关于各种事物的一种评价标准和生活偏好 ,人们有着不同的价值观 ,因此总能够选择或者拒绝某种价值。假如把自由看作是一种价值 ,就好像是说 ,某些人喜欢自由 ,那么他们将选择自由 ;而某些人没有对自由的价值偏好 ,那么他…     

关于小学儿童算术策略的理论及研究

关于儿童算术策略的研究一直是国内外心理学家关心的热点．围绕着儿童算术认知策略的发现、选择和运行机制,心理学家提出了表征翻译理论和竞争淡判理论．同时心理学家还提出了几种算术认知策略的理论模型。进行儿童算术认知策略研究的经典方法主要是精密时计法和口语报告法,采用的研究任务范式主要是产生式任务和验证式任务。题目结构类型、工作记忆广度和数位概念等因素影响儿童算术策略的使用。近几年,有关小学儿童算术认知策略的研究得到了长足发展。     

前瞻记忆的自评和延时特点

前瞻记忆的自评和延时研究目前由于实验任务的不同结果差异很大。该文采用由前瞻记忆自我评价题目构成的并且包含前瞻记忆任务的测验材料,探索了前瞻记忆研究的一种新方法,研究了可能影响前瞻记忆的几个因素。结果发现,0延时与其它延时(7min,17min,27min,57min)均有显著差异,其它各延时之间没有显著差异,年龄对前瞻记忆和前瞻记忆自我评价均有显著影响,前瞻记忆与性别、人格、智力、回溯记忆没有显著相关。     

Promoting Insight in Scientific Innovation: The Effects of Function-Construction Maps

Although research from a range of fields indicates the importance of innovation for progress in those fields, there is not yet a set of best practices for promoting insights that lead to scientific innovation. This article proposes and tests the hypothesis that function-construction maps based on prototype and heuristic theory lead to increased insight in college students. The study selected scientific innovation materials from an experimental materials database, extracted the underlying prototype solutions, and added redundant information as a condition for testing student insight and problem-solving ability. Results indicated that redundant innovation material tested reasoning ability more effectively than did nonredundant material, that this effect only appeared in the absence of function-construction maps, and that student insight was enhanced only when students were taught to extract function-construction maps from the material and were allowed to get their bearings by accessing the test questions before the prototypes.     

The role of explanatory context for racial disparities in predicting sociopolitical attitudes during COVID-19

The COVID-19 pandemic placed preexisting racial health disparities in stark relief. Recent studies have already established that, among prejudiced Whites, exposure to such racial disparities reduced concern about the pandemic and support for mitigation policies (Harrel & Lieberman, 2021; Stephens-Dougan, 2022). In response to such results, one cautionary line of reasoning argues that communicating the disparity figures without explanatory context can perpetuate (or at least not undermine) myths that African Americans are more likely to contract COVID-19 due to genetic predispositions or maladaptive behavioral tendencies (Chowkwanyun & Reed, 2020). In two studies, we test the claims that (a) explanatory context mitigates the tendency to attribute racial disparities to essential racial differences and (b) that perceptions of racial disparities are attuned to specific racial inequalities in the U.S., and not merely expressions of outgroup bias. In Study 1, we found that exposure to racial disparities with explanatory context (vs. without explanatory context) did not reduce racial essentialism or stereotyping, but did promote support for healthcare equity. In Study 2, we found that black disadvantage frames (vs. white vs. Hispanic) uniquely promoted support for equitable healthcare and multicultural inclusion. Importantly, and contrary to other recent findings, exposure to black disadvantage did not preclude support for equity.     

The effects of newcomer proactive behaviours on socialization outcomes: A meta-analysis

Organizational researchers and practitioners have shown increasing interest in how newcomer proactivity contributes to socialization. This meta-analysis synthesizes the existing empirical research that examines the relationships between frequently performed newcomer proactive behaviours (sensemaking, relationship building, positive framing and job change negotiation) and proximal and distal socialization outcomes. Proximal outcomes include role clarity, task mastery and social integration; distal outcomes include job performance, job satisfaction, organizational commitment and turnover intention. Based on 45 independent samples (N = 11,508), proactive behaviours were found to be generally beneficial for newcomer socialization. Relative weight analyses identified positive framing as the strongest predictor of five of the seven reviewed outcomes while relationship building accounted for the greatest part of the variance in social integration. Job change negotiation was the weakest predictor of socialization outcomes. The study also explored the impact of boundary conditions, including culture, study design and sample type, on the magnitude of these effects. The paper concludes by discussing the theoretical and practical implications of these findings, along with the study's limitations and suggestions for future research.     

Reproductive Health CHOICES for Young Adults with Sickle Cell Disease or Trait: Randomized Controlled Trial Outcomes over Two Years

Interventions to assist reproductive health decision-making in populations affected by sickle cell disease (SCD) or trait (SCT) lack proven efficacy over time. Our aim was to compare effects of CHOICES, a Web-based multimedia education program on implementing informed reproductive plans, and usual care education (e-Book) on reproductive knowledge, intention, and behavior over 24 months. We randomized 234 participants with SCD (n?=?138) or SCT (n?=?96) (age 18–35 years, 35 % male, 94 % African American) to CHOICES and e-Book groups. Participants completed a sickle cell-specific reproductive measure before and four times after the intervention (6, 12, 18 and 24 months). Compared to the e-Book group the CHOICES group had significantly more improvement in knowledge over time (p?=?.004) but not intention (p?=?.18) or behavior (p?=?.69). At baseline, 114 (48.7 %) participants reported having partners who would not put the couple at risk for their children inheriting SCD. Of the 116 (49.6 %) at-risk participants, a higher poroportion of those who were in the CHOICES group chose partners that reduced their risk by the last visit than the e-Book group (p?=?.04). Study findings provide important insights for designing a national trial of the CHOICES intervention focusing on subjects whose partner status puts them at risk for having a child with SCD.     

Chinese–English bilinguals processing temporal–spatial metaphor

The conceptual projection of time onto the domain of space constitutes one of the most challenging issues in the cognitive embodied theories. In Chinese, spatial order (e.g., “大树前”/da shu qian/, in front of a tree) shares the same terms with temporal sequence (三月前”, /san yue qian/, before March). In comparison, English natives use different sets of prepositions to describe spatial and temporal relationship, i.e., “before” to express temporal sequencing and “in front of” to express spatial order. The linguistic variations regarding the specific lexical encodings indicate that some flexibility might be available in how space–time parallelisms are formulated across different languages. In the present study, ERP (Event-related potentials) data were collected when Chinese–English bilinguals processed temporal ordering and spatial sequencing in both their first language (L1) Chinese (Experiment 1) and the second language (L2) English (Experiment 2). It was found that, despite the different lexical encodings, early sensorimotor simulation plays a role in temporal sequencing processing in both L1 Chinese and L2 English. The findings well support the embodied theory that conceptual knowledge is grounded in sensory-motor systems (Gallese and Lakoff, Cogn Neuropsychol 22:455–479, 2005). Additionally, in both languages, neural representations during comprehending temporal sequencing and spatial ordering are different. The time–spatial relationship is asymmetric, in that space schema could be imported into temporal sequence processing but not vice versa. These findings support the weak view of the Metaphoric Mapping Theory.     

Freedom Reconsidered: Heteronomy,Open Subjectivity,and the ‘Gift of Teaching’

This paper analyzes the entanglement of the modern concepts of freedom, autonomy, and the modern notion of the subject and how a passion for and insistence on freedom has undermined the reconstruction of human subjectivity in Heidegger and Foucault, and how such passion has also limited the educational effort at addressing the problems brought to education by the modern notion of the subject. Drawing on Levinas, it suggests that a new understanding of freedom as heteronomy will allow us to envision an open subjectivity that is essential for education. Particularly, it looks at Gert Biesta’s recent campaigns for “subjectification” and “the gift of teaching” to analyze the underlying contradictions caused by the entanglement of freedom and subjectivity.