Multivariate analysis with linearizable regressions

We study the class of multivariate distributions in which all bivariate regressions can be linearized by separate transformation of each of the variables. This class seems more realistic than the multivariate normal or the elliptical distributions, and at the same time its study allows us to combine the results from multivariate analysis with optimal scaling and classical multivariate analysis. In particular a two-stage procedure which first scales the variables optimally, and then fits a simultaneous equations model, is studied in detail and is shown to have some desirable properties.     

规范与美德的并存与互补：历史视角

美德伦理与规范伦理是生成道德整体系的两个源头,也是伦理学的两大传统和两个必要的组成部分,并有其各自的特殊功能,在其长期演进的历史过程中,展示了各自的长处与短处。历史和现实表明,美德伦理的长处正是规范伦理的短处,美德伦理的短处正是规范伦理的长处。美德伦理犹如伦理大厦的地基,地基不牢,大厦就会倒塌;规范伦理犹如这座伦理大厦的四梁八柱,是支撑伦理大厦的骨架,骨架缺失,大厦焉存？美德伦理与规范伦理的关系是并存与互补的关系。认清美德伦理与规范伦理的并存与互补的关系,是建设包括医学伦理在内的社会伦理完整体系的最佳选择。

     

MODELING THE COSMOS: TRANSFORMATIVE PEDAGOGY IN SCIENCE AND RELIGION

This article reflects on the classroom pedagogy promoted by Christopher Southgate and its implications for the science–theology conversation. It highlights several important aspects of Southgate's pedagogy. The use of models of God, humanity, and cosmos emphasize relationality while encouraging the synthesizing of ideas. The promotion of holism in theological reflection is vital for nurturing students to become theologians themselves through the active reevaluation of key doctrines and ideas. An emphasis on ethical considerations reinforces synthesis between theology, science, and ethics, and is vital for perspective transformation. These aspects of Southgate's teaching should be recognized as vital for promoting intellectual independence, partnership, and theological transformation, all of which are essential to good science and theology pedagogy.     

Mental Rotation in False Belief Understanding

This study examines the spontaneous use of embodied egocentric transformation (EET) in understanding false beliefs in the minds of others. EET involves the participants mentally transforming or rotating themselves into the orientation of an agent when trying to adopt his or her visuospatial perspective. We argue that psychological perspective taking such as false belief reasoning may also involve EET because of what has been widely reported in the embodied cognition literature, showing that our processing of abstract, propositional information is often grounded in concrete bodily sensations which are not apparently linked to higher cognition. In Experiment 1, an agent placed a ball into one of two boxes and left. The ball then rolled out and moved either into the other box (new box) or back into the original one (old box). The participants were to decide from which box they themselves or the agent would try to recover the ball. Results showed that false belief performance was affected by increased orientation disparity between the participants and the agent, suggesting involvement of embodied transformation. In Experiment 2, false belief was similarly induced and the participants were to decide if the agent would try to recover the ball in one specific box. Orientation disparity was again found to affect false belief performance. The present results extend previous findings on EET in visuospatial perspective taking and suggest that false belief reasoning, which is a kind of psychological perspective taking, can also involve embodied rotation, consistent with the embodied cognition view.     

Book reviews

Palmer, Michael, Freud and Jung on Religion Kawai, Hayao, Buddhism and the Art of Psychotherapy Young-Eisendrath, P., Gender and Desire: Uncursing Pandora Hamilton, Victoria, The Analyst's Preconscious Hinshelwood, R. D., Therapy or Coercion? Does Psychoanalysis Differ from Brainwashing? Gallant, Christine, Tabooed Jung: Marginality as Power. Kulkarni, C., Lesbians and Lesbianisms     

Common mechanisms in apparent motion perception and visual pattern matching

There are close functional similarities between apparent motion perception and visual pattern matching. In particular, striking functional similarities have been demonstrated between perception of rigid objects in apparent motion and purely mental transformations of visual size and orientation used in comparisons of objects with respect to shape but regardless of size and orientation. In both cases, psychophysical data suggest that differences in visual size are resolved as differences in depth, such that transformation of size is done by translation in depth. Furthermore, the process of perceived or imagined translation appears to be stepwise additive such that a translation over a long distance consists of a sequence of smaller translations, the durations of these steps being additive. Both perceived and imagined rotation also appear to be stepwise additive, and combined transformations of size and orientation appear to be done by alternation of small steps of pure translation and small steps of pure rotation. The functional similarities suggest that common mechanisms underlie perception of apparent motion and purely mental transformations. In line with this suggestion, functional brain imaging has isolated neural structures in motion area MT used in mental transformation of size.     

An Evolutionary Theory of Diversity: The Contributions of Grounded Theory and Grounded Action to Reconceptualizing and Reframing Diversity as a Complex Phenomenon

The author discusses the contributions of grounded theory and grounded action to the development of a new, and evolutionary, theoretical framework for understanding diversity as a complex phenomenon. She discusses the work of Thomas and Gregory as pioneers in expanding the conceptualization of diversity, arguing that this new understanding increases the potential for creative action in systems.     

Transforming Training: A Perspective on the Need for and Payoffs From Common Standards

Standards today position the research community on the eve of scientific breakthrough. Efficiency and warfighter competency are likely to improve greatly as a result of the feedback and research studies enabled by the use of common standards for defining competencies, assessing performance, and enabling technologies to collect data. Such standards make it possible to evaluate warfighter performance across sites and across time. Standards also make it possible to do rigorous comparisons in the lab, operational simulator settings, and even live exercises. The standardized methods and leveraging of common data will yield unprecedented scientific power and opportunity to rapidly transform training.     

组织特征影响教学方式转变的机制:组织认同的中介作用

摘 要 采用问卷法调查法,以广东省627 名中小学教师为被试,以结构方程模型考察组织特征、组织认同与教学方式转变的关系。结果表明：（1）组织特征能显著正向预测组织认同和教学方式转变,组织认同能显著正向预测教学方式转变。（2）组织认同在组织特征影响教学方式转变中起完全中介作用。这启示我们可以通过提升教师对他们所属学校的组织认同水平有效地促进其教学方式的转变。