刍议儒释道之"和"

本文探讨传统文化中儒释道对"和"的论述,认为"和"是中国历史文化的特征,古代先哲的生命信仰和思维基础.     

A population-based study of body image concerns among urban Chinese adults

Using a nationally representative Chinese urban sample of 930 women and 893 men aged 20–45 who were married or had a steady sexual partner, this study examines the prevalence, risk factors and sequelae of body image concerns. Women's weight loss desires begin at modest BMI levels and are more pronounced among youth, among people of urban origin, and among the educated. Women also have stronger body image concerns if they are single, living in coastal areas, taller or larger than their partner, or if their relationship with their partner is poor. Moreover, women who perceive themselves as unattractive and who want to lose weight report more psychological distress. These findings suggest that China has joined the worldwide diffusion of the thin ideal, with negative consequences for women.     

Use of parafoveally visible characters during the reading of Chinese sentences

Chinese readers' use of parafoveal character previews was examined. In Experiment 1, the preview of target characters consisted of targets or of graphemically similar, homophonic, or dissimilar characters. Each preview was replaced with the corresponding target when the eyes reached the target location. Oculomotor measures revealed preview benefits for targets, for graphemically similar characters, and for homophonic characters. Experiment 2 showed that parafoveal preview of graphemically similar characters yielded benefits primarily when they shared the phonetic radical with their targets. The phonological relationship between previewed radicals and subsequently viewed targets was ineffective. Chinese character processing thus involves the initial use of orthographic information from the phonetic radical and the activation of the character's phonological form.     

Prospects for prenatal gene therapy in disorders causing mental retardation

Advances in understanding the genetics and pathogenesis of disease and in prenatal diagnosis have lead to an exploration of ways to intervene earlier and earlier in the disease process. The possibility of prenatal gene therapy for severe genetic and developmental disorders has sparked new research and debate as to its feasibility, reliability, and ethics as a therapeutic option. Recent animal studies have demonstrated the feasibility of introducing a vector into the developing fetus. The optimal timing and best mode of delivery, however, have yet to be defined. Whether or not this research should be pursued also has been the subject of recent bioethical debates. There is additional concern with the possibility of in utero gene transfer inducing mutagenesis and subsequent tumor formation. This review will provide a summary of the current state of knowledge in the field of prenatal gene therapy and possible directions for the future research.     

Misleading Evidence and the Dogmatism Puzzle

According to the Dogmatism Puzzle presented by Gilbert Harman, knowledge induces dogmatism because, if one knows that p, one knows that any evidence against p is misleading and therefore one can ignore it when gaining the evidence in the future. I try to offer a new solution to the puzzle by explaining why the principle is false that evidence known to be misleading can be ignored. I argue that knowing that some evidence is misleading doesn't always damage the credential of the evidence, and therefore it doesn't always entitle one to ignore it. I also explain in what kind of cases and to what degree such knowledge allows one to ignore evidence. Hopefully, through the discussion, we can not only understand better where the dogmatism puzzle goes wrong, but also understand better in what sense rational believers should rely on their evidence and when they can ignore it.     

Sequential detection of learning in cognitive diagnosis

In order to look more closely at the many particular skills examinees utilize to answer items, cognitive diagnosis models have received much attention, and perhaps are preferable to item response models that ordinarily involve just one or a few broadly defined skills, when the objective is to hasten learning. If these fine‐grained skills can be identified, a sharpened focus on learning and remediation can be achieved. The focus here is on how to detect when learning has taken place for a particular attribute and efficiently guide a student through a sequence of items to ultimately attain mastery of all attributes while administering as few items as possible. This can be seen as a problem in sequential change‐point detection for which there is a long history and a well‐developed literature. Though some ad hoc rules for determining learning may be used, such as stopping after M consecutive items have been successfully answered, more efficient methods that are optimal under various conditions are available. The CUSUM, Shiryaev–Roberts and Shiryaev procedures can dramatically reduce the time required to detect learning while maintaining rigorous Type I error control, and they are studied in this context through simulation. Future directions for modelling and detection of learning are discussed.     

Latent growth curve analysis with dichotomous items: Comparing four approaches

A Monte Carlo study was used to compare four approaches to growth curve analysis of subjects assessed repeatedly with the same set of dichotomous items: A two‐step procedure first estimating latent trait measures using MULTILOG and then using a hierarchical linear model to examine the changing trajectories with the estimated abilities as the outcome variable; a structural equation model using modified weighted least squares (WLSMV) estimation; and two approaches in the framework of multilevel item response models, including a hierarchical generalized linear model using Laplace estimation, and Bayesian analysis using Markov chain Monte Carlo (MCMC). These four methods have similar power in detecting the average linear slope across time. MCMC and Laplace estimates perform relatively better on the bias of the average linear slope and corresponding standard error, as well as the item location parameters. For the variance of the random intercept, and the covariance between the random intercept and slope, all estimates are biased in most conditions. For the random slope variance, only Laplace estimates are unbiased when there are eight time points.     

The Leverage Approach for Sufficiency?

Sufficiency principles generally state that it is especially important for justice that people have enough of certain goods, but it can be hard to give a convincing answer as to what level of goods counts as enough. This paper examines a recent sufficiency view by George Sher (2014), who argues that the threshold level of resources and opportunities that the state should provide for each citizen is whatever level gives one enough leverage to obtain further resources and opportunities without inordinate difficulty or sacrifice. The argument relies on the idea that, with regard to resources and opportunities, the sufficient ability to live one’s life effectively requires only that one have enough of them as leverage. While Sher’s general account regarding “what counts as enough?” is promising in countering certain challenges typically raised against sufficiency principles, the approach to determine the threshold of resources and opportunities in terms of leverage is problematic.     

通过Mplus计算几种常用的测验信度

Cronbach＇s alpha系数作为信度估计指标存在诸多弊端.为了克服其不足,研究者提出了多种信度估计,而流行的统计软件尚未直接提供这些参数,以致在实践中并未被广泛采用.为了缩小理论和实践的差距,文章通过具体实例给出几种常用的信度估计（合成信度,单个指标信度和ωh）的Mplus程序.     

家庭环境和教师支持对中学生学业拖延的影响：基本心理需求满足与心理资本的链式中介作用

为探讨家庭环境和教师支持对中学生学业拖延的影响机制,采用中学生家庭环境问卷、学生感知教师支持行为问卷、基本心理需求量表、积极心理资本问卷和中学生学业拖延问卷对740名中学生进行调查。结果显示：家庭环境、教师支持和心理资本均对学业拖延有显著影响;家庭环境和教师支持对学业拖延的影响力相当,而个体心理资本的影响力更大;家庭环境和教师支持还能通过基本心理需求满足与心理资本的部分链式中介作用来影响学业拖延。