藏语母语者汉语词汇识别的眼动研究

采用眼动技术,通过两个实验考察了藏语母语者在不同语境中阅读汉语句子时,字形、语音信息在词汇识别中分别发挥的作用以及词频效应。结果发现：（1）在高限制性句子语境中,字形和语音共同作用;（2）在低限制性句子语境中,语音作用显著;（3）词频效应出现在高限制性语境的晚期,以及低限制性语境的中期和晚期。该结果表明,在藏语母语者阅读汉语的过程中,句子语境影响词汇识别过程中字形、语音的作用及作用的时间进程,藏语母语者汉语词汇识别符合双通道理论。     

Comparative Perspectives on Solutions for the Problem of Other Minds

This paper aims to establish a dialogue between contemporary research on the problem of other minds and classical Chinese philosophical theories. It first explores the idea, inspired by the recent discovery of the mirror neuron mechanism, that a direct exchange of experience may occur between the observer and the observed. Next, it analyzes the ways in which the ancient Chinese philosopher Zhuangzi and Confucian thinkers reflected on the problem of other minds, which are quite similar to the idea inspired by the latest research on mirror neurons. In these thinkers’ views, knowledge of other minds is the result of mental activity and what it provides is, to a large extent, something related not to epistemology but rather to a situational understanding of other minds from the perspective of value theory. The author points out that this solution takes two aspects, humans’ innate nature and human experience, into consideration simultaneously. In terms of humans’ innate nature, the body of a human being is a body that represents the unity of man and nature, and it has something in common with the natural world, which lays a foundation for the perception of other minds. In terms of human experience, human beings have such actual needs as emotions, pursuits, and desires, and their behaviors need to conform to certain norms. It is in a body of this kind that the mind of human beings can be formed and enjoy the potential to develop. Effective interpersonal communication can thus be achieved.     

Roles and Representations of Women in Early Chinese Philosophy: A Survey

An understanding of the roles and representations of women in classical Chinese philosophy is here derived from central texts such as the Analects, the Lienü Zhuan, and the I Ching. We argue that the roles of women during the classical period of Chinese philosophy tended to be as part of the “inner,” working domestically as a housewife and mother. This will be shown from three passages from the Analects. Women were represented as submissive and passive, as with the qualities ascribed to yin energy, and therefore as rightfully subordinate to men. However, despite representations of women in philosophy being thus at this time, there were exceptions, specific women who could take a male “outer” political role. The story of Jing Jiang from the Lienü Zhuan suggests that although women being involved in “outer” affairs were looked down on, there were still women who would be and who would occasionally get praised for doing so. This shows that it was realized, explicitly or otherwise, that women were capable of taking those roles, but also that they were not allowed to take such roles at that time.     

中国幼儿数数过程信息加工活动研究

探讨中国幼儿数数发展特点。实验1探讨3－5岁幼儿数数的终结点分布状况,结果表明,最大的密集终结点是“19”。实验2进一步考察幼儿在其数数范围内与范围外的起点进行数数的成绩,结果表明,数数范围为11－19的幼儿就开始有部分人可以在其数数范围外的起点进行数数,此表明他们开始应用了数列规则。据此可以认为,中国幼儿的数数活动同样包括联结学习与数列规则学习两种信息加工活动,但中国幼儿数列规则的学习活动在“11－19”数数过程开始。     

The prospects for a Jungian psychology in China

The possibility of a Jungian psychology developing in China is considered by a brief historical excursion through the early translations of psychoanalytical works. Translation problems and the contentious nature of some of Freud's ideas have made for their difficult reception in China. The inattention to Jung's ideas in universities in the west in the past, and a reliance on science based subjects by Chinese students studying abroad, have meant little opportunity to study Jung, and, by implication, to translate him. The turbulent political climate in China over the course of the past century has also hindered developments in psychology generally. In addition, certain traditional practices of understanding mind-body relationships and reporting 'illnesses' have precluded the possibility of any psychotherapeutic psychology emerging. However, the present climate looks more favourable for the dissemination of Jungian knowledge, but the question of an appropriate context and a receptive readership remains. Certain Jungian notions can be seen to fit comfortably within traditional systems of Chinese thought but the present day psychology department in China is no more a congenial environment for Jungian psychology than its counterpart in the west. It may be that the success of importing Jungian ideas into China rests with those with a predilection towards arts and cultural sciences, and with the innovations of the organizers of conferences.     

The relation between children's reading comprehension level and their comprehension of idioms

We report an investigation of 9-year-olds' ability to interpret idioms in relation to their reading comprehension level. We manipulated whether the idioms were transparent or opaque, whether they were real or novel, whether they were presented in isolation or in a supportive narrative context. As predicted, children were better able to explain the meanings of idioms in context than in isolation. The good and poor comprehenders did not differ in their abilities to interpret transparent idioms in context, but the poor comprehenders were significantly worse at using context to work out the meanings of opaque idioms. The explanation task revealed the source of information used by the children to derive nontarget interpretations. We discuss these findings in relation to idiom processing strategies and Levorato and Cacciari's global elaboration model.     

Getting the Big Picture in Community Science: Methods That Capture Context

Community science has a rich tradition of using theories and research designs that are consistent with its core value of contextualism. However, a survey of empirical articles published in the American Journal of Community Psychology shows that community scientists utilize a narrow range of statistical tools that are not well suited to assess contextual data. Multilevel modeling, geographic information systems (GIS), social network analysis, and cluster analysis are recommended as useful tools to address contextual questions in community science. An argument for increased methodological consilience is presented, where community scientists are encouraged to adopt statistical methodology that is capable of modeling a greater proportion of the data than is typical with traditional methods.     

Processing homonymy and polysemy: effects of sentential context and time-course following unilateral brain damage

The present study investigated the abilities of left-hemisphere-damaged (LHD) non-fluent aphasic, right-hemisphere-damaged (RHD), and normal control individuals to access, in sentential biasing contexts, the multiple meanings of three types of ambiguous words, namely homonyms (e.g., "punch"), metonymies (e.g., "rabbit"), and metaphors (e.g., "star"). Furthermore, the predictions of the "suppression deficit" and "coarse semantic coding" hypotheses, which have been proposed to account for RH language function/dysfunction, were tested. Using an auditory semantic priming paradigm, ambiguous words were incorporated in dominant- or subordinate-biasing sentence-primes followed after a short (100 ms) or long (1,000 ms) interstimulus interval (ISI) by dominant-meaning-related, subordinate-meaning-related or unrelated target words. For all three types of ambiguous words, both the effects of context and ISI were obvious in the performance of normal control subjects, who showed multiple meaning activation at the short ISI, but eventually, at the long ISI, contextually appropriate meaning selection. Largely similar performance was exhibited by the LHD non-fluent aphasic patients as well. In contrast, RHD patients showed limited effects of context, and no effects of the time-course of processing. In addition, although homonymous and metonymous words showed similar patterns of activation (i.e., both meanings were activated at both ISIs), RHD patients had difficulties activating the subordinate meanings of metaphors, suggesting a selective problem with figurative meanings. Although the present findings do not provide strong support for either the "coarse semantic coding" or the "suppression deficit" hypotheses, they are viewed as being more consistent with the latter, according to which RH damage leads to deficits suppressing alternative meanings of ambiguous words that become incompatible with the context.     

Preference for human direct gaze in infant chimpanzees (Pan troglodytes)

We studied gaze perception in three infant chimpanzees (Pan troglodytes), aged 10-32 weeks, using a two-choice preferential-looking paradigm. The infants were presented with two photographs of a human face: (a) with the eyes open or closed, and (b) with a direct or an averted gaze. We found that the chimpanzees preferred looking at the direct-gaze face. However, in the context of scrambled faces, the infants showed no difference in gaze discrimination between direct and averted gazes. These findings suggest that gaze perception by chimpanzees may be influenced by the surrounding facial context. The relationship between gaze perception, face processing, and the adaptive significance of gaze perception are discussed from an evolutionary perspective.     

Confidence judgments in event recall: developmental progression in the impact of question format

Two studies were conducted to examine developmental progression in children's and adults' ability to adequately monitor their own attempts to recall event details as well as the dependence of such metamemorial competencies on question formats. Eight and 10-year-old children as well as adults (Study 1, N=116; Study 2, N=60) rated their confidence when responding to specific questions about an observed event. Confirming most recent results, children and adults gave higher confidence ratings after correct than after incorrect answers. This ability, however, was limited to an unbiased question format. When being asked misleading questions, children's ability to differentiate was undermined, as reflected in equally high confidence judgments after correct and incorrect answers, even when the interview contained a mix of misleading and unbiased questions. When the interviewer "bombarded" the children with an uninterrupted series of misleading questions, children's difficulties appeared to be even more pronounced. These findings highlight the importance of the way in which questions are asked, and point to age-related progression in the relative impact of questioning style.