Chinese translation norms for 1,429 English words

We present Chinese translation norms for 1,429 English words. Chinese-English bilinguals (N = 28) were asked to provide the first Chinese translation that came to mind for 1,429 English words. The results revealed that 71 % of the English words received more than one correct translation indicating the large amount of translation ambiguity when translating from English to Chinese. The relationship between translation ambiguity and word frequency, concreteness and language proficiency was investigated. Although the significant correlations were not strong, results revealed that English word frequency was positively correlated with the number of alternative translations, whereas English word concreteness was negatively correlated with the number of translations. Importantly, regression analyses showed that the number of Chinese translations was predicted by word frequency and concreteness. Furthermore, an interaction between these predictors revealed that the number of translations was more affected by word frequency for more concrete words than for less concrete words. In addition, mixed-effects modelling showed that word frequency, concreteness and English language proficiency were all significant predictors of whether or not a dominant translation was provided. Finally, correlations between the word frequencies of English words and their Chinese dominant translations were higher for translation-unambiguous pairs than for translation-ambiguous pairs. The translation norms are made available in a database together with lexical information about the words, which will be a useful resource for researchers investigating Chinese-English bilingual language processing.     

儿童对中——西方音乐情绪感知的发展研究

音乐情绪感知是指听众对音乐表达情绪的认知和理解。本研究选取3岁、4岁、5岁和大学生四个年龄阶段的中国被试,探讨了他们分别在中国音乐和西方音乐条件下,对愤怒、悲伤、抒情和高兴四类情绪的感知能力及发展特点。结果显示:(1)儿童音乐情绪感知能力随年龄的上升而提高,其中,4岁是儿童获得基本感知能力的重要时期,5岁时已达到成人水平;(2)儿童对高兴情绪的感知能力优于其他情绪类型;(3)儿童对中国音乐情绪和西方音乐情绪的感知能力并无显著文化差异。     

隐喻识别心理过程的无差别性及意义

本文从计算角度探讨隐喻识别问题.首先模拟人类隐喻思维过程构建了"识别、分析、释义"三阶段隐喻机器理解模式,并提出了隐喻识别心理过程的无差别性假设,即不同隐喻句皆通过句内成分之间指称或搭配之异常来触发人们的辨识.该假设直观地体现为人们在识别不同隐喻句时,反应时无明显差异,而在解释隐喻含义时,反应时则表现出明显差异.该假设得到了反应时对比实验结果的支持.隐喻识别心理过程的无差别性为隐喻计算提供了一种新的解决思路和方法.     

少数民族与中国历史上的大一统

本文从少数民族对中国大一统理论的贡献、少数民族与中国大一统的历史实践、少数民族与近代中国的反侵略斗争、少数民族与中华民族的构建等四个方面,比较系统和深入地分析了少数民族与中国历史上大一统理论的形成与发展,少数民族建立大一统政权的历史贡献,少数民族为维护国家大一统而做出的卓绝努力,以及少数民族与汉族共建中华民族的历史脉络.史实证明,中国历史上的大一统是汉族和少数民族共同缔造的,中国历史是中国各族人民休戚相关、荣辱与共的历史.     

浅谈五岳的文化整体性

五岳是中国五大名山的总称,历史十分悠久。五岳是中国古代正统疆域的代名词,在中国传统文化中居于十分重要的地位。五岳是一个文化的统一体,应该进入世界遗产名录,向世界传播中国文化。     

宗教为何能长期存在？

一宗教长期存在是无需争论的事实。宗教长期存在是从宗教的总体而言,单个宗教存在的期限则是长短不一。由于各个宗教都具有排他性,现代的世界性各大宗教,在它们占据的地区,有的宗教由于     

The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students

The present study tested the effects of extrinsic motivation on scientific and artistic creativity among Chinese middle school students. In Study 1, a between-groups design was applied to examine the effects of expected rewards on scientific and artistic creativity among 123 students, and in Study 2 the same design was applied to examine the effects of expected evaluation from different raters on scientific and artistic creativity among 120 students. We also considered the effects of grade and gender in both studies. The results of Study 1 indicated that expected material reward had significant negative effects on scientific creativity for 7th graders, while expected social reward had significant positive effects on scientific creativity for 8th graders, and both expected material and social rewards had significant positive effects on artistic creativity. The results of Study 2 indicated that expected evaluation from teachers and classmates had significant negative effects on scientific creativity and significant positive effects on artistic creativity. These results suggest that there is no one-size-fits-all answer to the effects of extrinsic motivation and creativity, Factors such as culture, type of extrinsic motivation, grade, and domains of creativity must be fully considered when cultivating adolescents’ creativity.     

Proactive yet reflective? Materializing proactive personality into creativity through job reflective learning and activated positive affective states

Studies linking proactive personality to creativity have primarily taken a future-oriented perspective, describing a process where individuals assess future opportunities and risks of creative endeavors. Complementing this approach, we draw on an attribution theory perspective to delineate how proactive personality relates to employee creativity through the serial mediating effects of job reflective learning—a backward-looking cognitive process—and activated positive affective states. Job reflective learning captures backward-looking self-assessments and the underlying internal causal attributions, and it is differentiated into two valences: job reflective learning from successes and from failures. Based on two separate multi-wave, multi-source field studies, our findings consistently show a serial mediation process linking proactive personality to creativity through both valences of job reflective learning and activated positive affective states. Job reflective learning from successes breeds joviality, whereas job reflective learning from failures arouses attentiveness. Joviality and attentiveness—both types of activated positive affective states—in turn promote creativity. We discuss the theoretical and practical implications of how proactive employees manifest their proactivity trait into actual creativity through backward-looking cognitive and affective processes.     

改造自然界与人的道德责任——论对世界存在和人存在的重新开启

长期以来,人们总是将改造自然界的实践活动理解为满足人的生存需要的手段,在马克思以前从来没有人将改造自然界的实践活动视为一种先行开启世界存在和人存在的本体论的目的性活动。正是对改造自然界实践活动的这一重大误读,导致了现代性的实践活动给自然界带来巨大破坏和对人的存在的严重扭曲。因此,正本清源,还改造自然界实践活动的本来面目,成为摆在理论工作者面前一项迫在眉睫的任务。改造自然界的实践活动是创造世界和创造人的本体,它的先行存在地位决定了它才真正是人们对自然环境负道德责任的形而上学根据,正是通过它才开启出世界的存在和人的存在,因而它才有资格成为道德责任的关怀对象。改造自然界实践活动的先在性,决定了人们怎样进行改造自然界的实践活动,就有怎样的世界存在和怎样的人性。道德上负责任地进行改造自然界的实践活动,意味着人要负责任地创造世界、负责任地创造人的存在。对改造自然界的实践活动负道德责任,就是对自然世界负道德责任、对人本身负道德责任。     

言语与空间任务指令对数字-空间联结编码的影响

以1～9除5外的阿拉伯数字和汉字标签“左”“右”为实验材料,采用数字奇偶判断任务,探讨任务指令对数字-空间联结编码的影响。结果发现：言语任务指令条件下,词语一致性与物理一致性的交互作用显著,且词语一致和不一致时均未发现空间-数字联合反应编码效应（SNARC）,表明言语-空间编码在数字-空间联结中更有优势;空间任务指令条件下,物理一致性主效应显著,且词语一致和不一致时均出现了SNARC效应,表明视觉空间编码更有优势。说明数字-空间联结编码受实验任务指令的影响,被试会根据任务指令设置的情景选择视觉空间编码或言语-空间编码对数字进行空间联结。