Electrophysiological difference between the representations of causal judgment and associative judgment in semantic memory

Causally related concepts like “virus” and “epidemic” and general associatively related concepts like “ring” and “emerald” are represented and accessed separately. The Evoked Response Potential (ERP) procedure was used to examine the representations of causal judgment and associative judgment in semantic memory. Participants were required to remember a task cue (causal or associative) presented at the beginning of each trial, and assess whether the relationship between subsequently presented words matched the initial task cue. The ERP data showed that an N400 effect (250–450 ms) was more negative for unrelated words than for all related words. Furthermore, the N400 effect elicited by causal relations was more positive than for associative relations in causal cue condition, whereas no significant difference was found in the associative cue condition. The centrally distributed late ERP component (650–750 ms) elicited by the causal cue condition was more positive than for the associative cue condition. These results suggested that the processing of causal judgment and associative judgment in semantic memory recruited different degrees of attentional and executive resources.     

A general proof of consistency of heuristic classification for cognitive diagnosis models

The Asymptotic Classification Theory of Cognitive Diagnosis (Chiu et al., 2009, Psychometrika, 74, 633–665) determined the conditions that cognitive diagnosis models must satisfy so that the correct assignment of examinees to proficiency classes is guaranteed when non‐parametric classification methods are used. These conditions have only been proven for the Deterministic Input Noisy Output AND gate model. For other cognitive diagnosis models, no theoretical legitimization exists for using non‐parametric classification techniques for assigning examinees to proficiency classes. The specific statistical properties of different cognitive diagnosis models require tailored proofs of the conditions of the Asymptotic Classification Theory of Cognitive Diagnosis for each individual model – a tedious undertaking in light of the numerous models presented in the literature. In this paper a different way is presented to address this task. The unified mathematical framework of general cognitive diagnosis models is used as a theoretical basis for a general proof that under mild regularity conditions any cognitive diagnosis model is covered by the Asymptotic Classification Theory of Cognitive Diagnosis.     

The Effects of Collectivistic and Individualistic Values on Conflict and Decision Making: An Experiment in China

In an experiment with 80 participants in China, protagonists with opposing views in organizations that valued collectivism, compared to individualism, were found to develop cooperative goals, were confident that they could work, sought to understand, and demonstrated that they understood the opposing arguments, accepted these arguments as reasonable, and combined positions to create an integrated decision. The inductions comparing participants who valued harmony as a goal or a technique in which they pretended to agree were only partially effective and did not yield significant differences on conflict dynamics and outcomes. Findings challenge traditional theorizing that collectivistic values lead to conflict avoidance, and support recent arguments that strong, cooperative relationships promote the productive discussion of opposing views in decision making.     

Studies in analytic philosophy in China

This essay explores the history of studies in analytical philosophy in China since the beginning of the last century, by dividing into three phases. It shows that, in these phases, analytic philosophy was always at a disadvantage in confronting serious challenges coming from both Chinese traditional philosophy and modern philosophical trends. The authors argue that Chinese philosophers have both done preliminary studies and offered their own analyses of various problems as well as some new applications of analytic philosophy especially in the latest period. Meanwhile, Chinese traditional philosophy was always trying to adjust its cultural mentality in the struggle with analytic philosophy, and accommodated in its own way the rationalistic spirit and scientific method represented in analytic philosophy.     

池田大作的生命论伦理观——以《生命的尊严》为中心

伦理本源于社会生活,伦理的基础应当是人的生命和生活。池田大作立足于人的生命尊严来阐发幸福,倡导共生的道德风气,对生命的意义给予了新的诠释。     

大学生对心理健康必备能力的认知

本研究以200名大学生为被试,以访谈及问卷的方式对大学生心理健康必备能力的认知进行了调查研究,并建立了大学生心理健康必备能力认知结构模型,结果表明:大学生所认知的自己心理健康必备能力由自我调控、社会应对、学习和人际交往这四个方面的能力组成,它们彼此独立,但又相互关联。     

用达尔文医学的观点看待近视眼的发生和治疗

从近视眼的进化史来看,伴随人类生活方式的改变,眼睛对近距离信息摄取的需求膨胀是近视眼形成的终因.在漫长的人类历史中,近视眼获得的每一种益处,都伴随着相应的代价.而达尔文医学关于生物进化的不完美性决定了近视眼的进化适应和代价将长期共存.因此,从治疗模式来看,应该摒弃达尔文医学固有的消极性而考虑生物的整体性和生态性.近视眼的中医和基因治疗正是避免了达尔文医学治疗模式的理论消极性,而且融入了其有关生物进化、遗传与环境统一的部分理念,可能成为近视眼治疗的候选策略.     

肥胖致心肌脂毒性的机制的研究进展

肥胖是体内脂质过度沉积的一种状态,其不仅可引起糖脂代谢紊乱、胰岛素抵抗,从而继发糖尿病、高血压、冠心病等疾病,而且当脂质水平超过脂肪细胞的储存容量及出现胰岛素抵抗时,血液中游离脂肪酸含量会随之升高,进而可引起脂质在心脏的异位沉积.沉积于心肌细胞的脂质可进一步通过神经酰胺、内质网应激等机制影响心肌细胞的结构和功能,最终导致心力衰竭的发生.但肥胖所致心肌脂毒性具体机制不明,本文就肥胖所致心肌脂毒性可能机制做一综述.     

Increasing Students' Scientific Creativity: The “Learn to Think” Intervention Program

The “Learn to Think” (LTT) Intervention Program was developed for raising thinking abilities of primary and secondary school students. It has been implemented in more than 300 schools, and more than 200,000 students took part in the experiment over a 10‐year span. Several longitudinal intervention studies showed that LTT could promote the development of students' thinking ability, learning motivation, and learning strategy as well as raise academic performance in primary schools. This article describes a study of the influence and the delayed effects of LTT on the scientific creativity of secondary school students. One hundred and seven students were selected from a secondary school, 54 of them participated in the LTT every 2 weeks and the rest had not. The intervention lasted 2 years, and the delayed effect was explored half a year after terminating the intervention. The Scientific Creativity Test for Secondary School Students was used four times from pre‐test to delayed post‐test. The results indicated that the LTT did promote the development of scientific creativity of secondary school students, and the effects on the scientific creativity were not necessarily immediate, but tended to be long‐lasting.