物体识别中的视点问题

视点问题是物体识别研究中的热点问题。文章回顾了两个主要的物体识别理论：结构描述模型和基于图像的模型,前者认为物体识别是视点独立的（viewpoint-invariant）,后者认为物体识别是视点依赖的（viewpoint-dependent）。在介绍了物体识别领域的一些最新研究进展和分析了当前研究存在的问题之后,文章进一步探讨解决视点争论的可能的途径:完善现存的物体心理表征模型     

视觉的知觉-动作双系统理论中的论争

视觉的知觉-动作双系统理论认为,视觉的腹侧和背侧通路是两个独立系统,功能分别为表征世界和指导动作,相对应的视觉加工是彼此分离的。有关两条通路之间关系的其他观点可归结为两类：一类否认这种分工,另一类强调两个系统能相互影响。首先评述各种理论的核心问题、实验证据和贡献,进而分析视觉加工发生在一个特定系统的条件,得出的结论是：两个系统之间的功能划分是相对的,并因此导致了视觉加工的多变性。     

Young Children Selectively Hide the Truth About Sensitive Topics

Starting in early childhood, children are socialized to be honest. However, they are also expected to avoid telling the truth in sensitive situations if doing so could be seen as inappropriate or impolite. Across two studies (total N = 358), the reasoning of 3- to 5-year-old children in such a scenario was investigated by manipulating whether the information in question would be helpful to the recipient. The studies used a reverse rouge paradigm, in which a confederate with a highly salient red mark on her nose asked children whether she looked okay prior to having her picture taken. In Study 1, children tended to tell the truth only if they were able to observe that the mark was temporary and the confederate did not know it was there. In Study 2, children tended to tell the truth only if they were able to observe that the mark could be concealed with makeup. These findings show that for children as young as age 3, decisions about whether to tell the truth are influenced by the likelihood that the information would be helpful to the recipient.     

哈贝马斯宗教哲学思想研究述评

哈贝马斯(Jürgen Habermas,1929~2004)是当代西方著名的哲学家、社会理论家,他的研究领域十分广泛,涉及哲学、社会学、政治学、伦理学、宗教神学等,他的思想在世界范围内产生了广泛的影响。一哈贝马斯虽然涉猎广泛,但他主要提出的是一种哲学思想。虽然在他的哲学思想中包含着丰富的宗教神学思想,但却一直没有得到哲学界和宗教学界应有的重视和研究。之所以出现这种情况,有以下几个方面的原因。首先,从哈贝马斯整个哲学的主流旨趣上看,哈贝马斯不仅不把宗教神学作为哲学研究的对象,他本人也没有写过一部真正的宗教神学方面的著作。即使哈贝…     

认知能量模型--一种更为综合的ADHD认知理论

认知能量模型是J.A.Sergeant等人提出的一种解释ADHD缺陷机制的综合性实证理论。该模型基于信息加工理论,结合了状态因素理论和几种相对成熟的模型,尝试对ADHD提供一种较为理想的解释。本文在此对该模型的基本观点、模型结构及其有关的实证研究进行介绍,并探讨认知能量模型对于未来ADHD研究的启示。     

高校辅导员职业压力源量表的编制

目的:编制高校辅导员职业压力源量表。方法:在访谈、开放式问卷和文献综述基础上,初步编制量表题目,对预试结果进行探索性因素分析,后修订成正式量表,再对结果进行验证性分析。结果:辅导员职业压力源可归为发展保障、工作负荷、社会支持、管理体制、成就动机、工作难度6个维度,总解释率为64.26%,量表的α系数和分半信度分别为0.895和0.774,验证性因素分析模型拟合指标良好。结论:该量表符合心理测量学的要求,可用于相关研究。     

Blazing the trail versus trailing the group: Culture and perceptions of the leader’s position

Research suggests that power triggers assertive action. However, people from different cultures might expect different types of action from powerful individuals such as leaders. In comparing cultural differences in leadership imagery, we find that Americans represent leaders standing ahead of groups, whereas Asians also represent leaders behind groups. We propose that front versus back positions embody two faces of leader action: individual assertion versus group-focused action. Studies 1a and 1b respectively employed etic and emic methods to demonstrate that Singaporeans were more likely than Americans to represent leaders behind groups. In Study 2, Singaporeans evaluated back leaders more favorably than Americans did, and group focus mediated cultural differences. Simulating the conditions under which cultural differences arise, Study 3 demonstrates that a primarily Western managerial sample primed with threat (versus opportunity) preferred back leaders. By describing cultural variations in imagery, we reveal more nuanced implicit theories of leader action.     

Can unconscious knowledge allow control in sequence learning?

This paper investigates the conscious status of both the knowledge that an item is legal (judgment knowledge) and the knowledge of why it is legal (structural knowledge) in sequence learning. We compared ability to control use of knowledge (Process Dissociation Procedure) with stated awareness of the knowledge (subjective measures) as measures of the conscious status of knowledge. Experiment 1 showed that when people could control use of judgment knowledge they were indeed conscious of having that knowledge according to their own statements. Yet Experiment 2 showed that people could exert such control over the use of judgment knowledge when claiming they had no structural knowledge: i.e. conscious judgment knowledge could be based on unconscious structural knowledge. Further implicit learning research should be clear over whether judgment or structural knowledge is claimed to be unconscious as the two dissociate in sequence learning.     

论犹太人的尚异性

尚异是犹太人的特性。它蕴藏在犹太教的基本信仰和教义里,体现在犹太人的生活方式、思维方式以及历史和现实中。犹太人在各个领域的杰出成就与其尚异特性有密切联系,同时,其悲惨遭遇也在一定程度上与之有关。犹太人求异、尚异的目的在于使犹太教区别于异教,并借以使犹太人区别于异族。犹太人之所以尚异,并能特立独行于世,在理论上源于圣经里自由、平等的价值,最终源于与众不同的唯一神信仰。揭示犹太人的尚异特性对于普遍具有尚同意识的中国人有着特别重要的意义。     

Chinese Children's Moral Evaluation of Lies and Truths-Roles of Context and Parental Individualism-Collectivism Tendencies

The present study examined Chinese children's moral evaluations of truths and lies about one's own pro-social acts. Children ages 7, 9, and 11 were read vignettes in which a protagonist performs a good deed and is asked about it by a teacher, either in front of the class or in private. In response, the protagonist either tells a modest lie, which is highly valued by the Chinese culture, or tells an immodest truth, which violates the Chinese cultural norms about modesty. Children were asked to identify whether the protagonist's statement was the truth or a lie, and to evaluate how 'good' or 'bad' the statement was. Chinese children rated modest lies more positively than immodest truths, with this effect becoming more pronounced with age. Rural Chinese children and those with at least one nonprofessional parent rated immodest truths less positively when they were told in public rather than in private. Furthermore, Chinese children of parents with high collectivism scores valued modest lies more than did children of parents with low collectivism scores. These findings suggest that both macro- and micro-cultural factors contribute significantly to children's moral understanding of truth and lie telling.