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51.
While numbers generally cue processing of quantity or order, they can also contain semantic information, as in the case of historic years (e.g., “1492” calls forth associations of Columbus sailing the ocean blue). Whether these dates are processed as quantities or events may depend on the context in which they occur. We examined such “ambiguous number” processing in two different contexts using a paired-comparison task, recording both behavioral responses and brain activity. Participants were either asked to think of all items as numbers and to choose the larger number, or were told to treat the comparators as events and to choose the later event. Behaviorally, all events showed a normal distance effect, establishing that they may be understood and compared in an ordinal sequence. Functional magnetic resonance imaging (fMRI) demonstrated significant differences between years when treated as numbers versus as events. Dates in both contexts shared activity in parietal lobe regions previously implicated in number processing. Dates as numbers showed no extra-numeric activity, while dates thought of as events evoked activity in temporal semantic processing and frontal semantic retrieval areas. These differences suggest that extra-numeric information may be easily accessed and incorporated during processing when supported by even a weak context. This work supports previous studies showing a dissociation between quantity and meaning, and illustrates the brain areas involved in these different aspects. 相似文献
52.
以146名小学一年级儿童为研究对象, 进行了历时2年的3次追踪测试, 考察小学生从一到三年级的语素意识、汉字识别和词汇知识之间发展关系的变化。在控制了语音意识、快速命名、正字法意识、一般认知能力和自回归效应后, 结果发现:(1)一年级时的汉字识别显著预测二年级的同音语素意识和同形语素意识; (2)一年级时的词汇知识显著预测二年级的复合语素意识和汉字识别; (3)二年级时的汉字识别和词汇知识对三年级的同音语素意识、同形语素意识和复合语素意识均有显著预测作用; (4)二年级时的同形语素意识对三年级的词汇知识具有显著预测作用。结果表明, 小学一至三年级的汉字识别和词汇知识对语素意识具有预测作用; 三种语素意识对汉字识别和词汇知识的预测作用中, 只有同形语素意识能够显著预测词汇知识; 三种语素意识、汉字识别和词汇知识的发展关系存在变化且具有阶段性特点。 相似文献
53.
先前研究发现远距离规则能够被内隐地习得和迁移,表明内隐学习获得的知识是底层的抽象规则,那么这一抽象规则的习得和迁移是否会受到先前知识经验的限制?研究采用汉语声调的远距离水平映射规则为材料,通过创设不符合平仄知识经验的任意声调水平映射规则,在控制组块和重复结构等表面特征的条件下,探讨先前知识经验是否限制了远距离水平映射规则的内隐学习和迁移。结果发现相对于符合平仄知识经验的汉语声调水平映射规则,被试不能够内隐地习得和迁移任意声调的水平映射规则,表明先前知识经验在远距离水平映射规则内隐学习过程中发挥着重要作用。 相似文献
54.
Otávio Bueno 《Philosophical Issues》2022,32(1):148-163
Skepticism and naturalism bear important connections with one another. Do they conflict or are they different sides of the same coin? In this paper, by considering the ways in which Sextus and Hume have examined these issues, I offer a Pyrrhonian response to Penelope Maddy's attempt to reject skepticism within the form of naturalism that she calls “second philosophy” (Maddy, 2007, 2017) and to Timothy Williamson's attempt to avoid skepticism from emerging within his knowledge-first approach (Williamson, 2000). Some lessons about Pyrrhonism result. 相似文献
55.
56.
Maria Carmen Aguilar‐Luzón Antonia Calvo‐Salguero Jose Maria Salinas 《Scandinavian journal of psychology》2014,55(6):619-629
Recent decades have seen a proliferation of studies aiming to explain how pro‐environmental behavior is shaped by attitudes, values and beliefs. In this study, we have included an aspect in our analysis that has been rarely touched upon until now, that is, the intelligent use of emotions as a possible component of pro‐environmental behavior. We applied the Trait Meta Mood Scale‐24 (TMMS‐24) and the New Environmental Paradigm scale to a sample of 184 male and female undergraduate students. We also carried out correlation and hierarchical regression analyses of blocks. The results show the interaction effects of the system of environmental beliefs and the dimensions of emotional intelligence on glass recycling attitudes, intentions and behavior. The results are discussed from the perspective of research on how the management of emotions guides thought and behavior. 相似文献
57.
AbstractCensuses and surveys shape decisions, discourse and debates about people and their lived environments. The outcomes, in the case of a census, inform governments about resource distribution but also shape people's self-understanding about who they are and where they may be going. How people self-identify on censuses and surveys produces certain types of knowledge. This introduction emphasises the impact of those instruments on knowledge production and how numbers can be employed, often anecdotally, to further interests and claims. The way academics use and interpret such instruments has ethical and normative dimensions: numbers are not neutral but shape and are shaped by perceptions and identities. This introduction to a thematic issue of Religion introduces the contributing authors' diverse – historical, qualitative and quantitative – approaches that work together to produce their own kind of multi-disciplinary, academically located knowledge. 相似文献
58.
Basarab Nicolescu 《World Futures: Journal of General Evolution》2014,70(3-4):186-199
In this article, I will describe the methodology of transdisciplinarity. My analysis will be divided in several parts: what means “beyond disciplines”; the distinction between multidisciplinarity, interdisciplinarity, indisciplinarity, and transdisciplinarity; the definition of disciplinary boundaries; the axioms of the methodology of transdisciplinarity: the notion of “levels of Reality”; the logic of included middle; and the universal interdependence. I will conclude by asserting that we are at the threshold of a New Renaissance. 相似文献
59.
The sensory-motor theory of conceptual representations assumes that motor knowledge of how an artifact is manipulated is constitutive of its conceptual representation. Accordingly, if we assume that the richer the conceptual representation of an object is, the easier that object is identified, manipulable artifacts that are associated with motor knowledge should be identified more accurately and/or faster than manipulable artifacts that are not (everything else being equal). In this study, we tested this prediction by investigating the identification of manipulable artifacts in an individual, DC, who was totally deprived of hand motor experience due to upper limb aplasia. This condition prevents him from interacting with most manipulable artifacts, for which he thus has no motor knowledge at all. However, he had motor knowledge for some of them, which he routinely uses with his feet. We contrasted DC’s performance in a timed picture naming task for manipulable artifacts for which he had motor knowledge versus those for which he had no motor knowledge. No detectable advantage on DC’s naming performance was found for artifacts for which he had motor knowledge compared to those for which he did not. This finding suggests that motor knowledge is not part of the concepts of manipulable artifacts. 相似文献
60.
本文由心理学与内卷化问题切入讨论,提出心理学应该具备想象力与行动力.想象力的培养可以借助人类学、历史学、哲学等学科的视野.行动力则需要树立相应的观念,面向社区、生活与人民群众.知行合一或许是可能的选择. 相似文献