先秦秦汉丧葬习俗中的数术行为

本文以先秦秦汉时期丧葬习俗中的数术行为作为研究对象,考察了先秦秦汉时期数术行为在丧葬习俗中的表现、地位,并对数术行为存在的社会原因、思想文化基础及社会意义进行了探究。     

A qualitative meta-synthesis on the experience of psychotherapy for deaf and hard-of-hearing people

A review was conducted to examine the experiences that affect the therapeutic relationship when a person who is deaf or hard-of-hearing meets with a therapist. Electronic databases were searched using keywords and 10 qualitative articles were retrieved that met the inclusion criteria. A qualitative meta-synthesis was conducted on the articles, including appraisal, comparison, and synthesis of findings. The results of the synthesis highlighted seven areas where the therapeutic relationship is challenged, including issues which occur before and during psychotherapy. The findings of the review are discussed in the context of the articles’ limitations. The implications of the results are discussed in terms of clinical practice, future research, and current models in psychology which are based on hearing participants.     

Drivers’ self-reported responses to a potentially realistic fabricated road sign message

This article seeks to understand the potential response of drivers when they encounter compromised Dynamic Message Signs (DMS). The findings are built on the self-reported response of 4,706 participants in a Stated Preference (SP) survey conducted between November 2018 and December 2018 in the United States. The findings show the response of drivers to the “Downtown Under Terrorist Attack” message falls into route divergence, speed change, and distraction, and the likelihood of route divergence, distraction, and a slowdown is significantly more than either stopping or speeding up. The possibility of a response, however, varies depending on socioeconomic characteristics, attitudinal characteristics, and driving behavior. It is highlighted (1) female and young drivers are more probable to detour, to change speed, or to be distracted, (2) drivers who are familiar with DMS, encounter it frequently, or pay attention to its content, have a higher chance of detouring or changing speed, while they are less likely to be distracted, and (3) technology-friendly drivers are likely to detour or slow down. From the distraction model, it is further inferred that drivers are distracted cognitively, visually, and manually. The findings have implications for researchers and federal, state, and local agencies who are aware of the consequences of cybersecurity threats for the operation and profitability of the transport network. They, for example, assist transport planners in prioritizing equipment security efforts and resource allocation to the areas of greatest risk, and help to prepare contingency plans based on drivers’ behavioral response.     

听觉障碍人群的言语机制

对听觉障碍人群言语机制的研究,提供了独特的视角来探讨人脑内语言专门化系统的组织。该回顾了近年来在该领域内进行的损伤研究及功能性成像研究,着重综述了三个问题：(1)左右半球损伤造成的手语失语症的特点;(2)手语加工过程中左右半球的激活模式;(3)先天聋被试在阅读唇语过程中的脑内激活模式及后部扣带皮层在唇语阅读过程中的可能作用。     

Causes of Allais common consequence paradoxes: An experimental dissection

The common consequence paradox of Allais can be decomposed into three simpler principles: transitivity, coalescing, and restricted branch independence. Different theories attribute such paradoxes to violations of restricted branch independence only, to coalescing only, or to both. This study separates tests of these two properties in order to compare these theories. Although rank-dependent utility (RDU) theories, including cumulative prospect theory (CPT), violate branch independence, the empirical pattern of violations is opposite that required by RDU theories to account for Allais paradoxes. Data also show systematic violations of coalescing, which refute RDU theories. The findings contradict both original and CPTs with or without their editing principles of combination and cancellation. Modal choices were well predicted by Birnbaum's RAM and TAX models with parameters estimated from previous data. The effects of event framing on these tests were also assessed and found to be negligible.     

Oneiric activity and the analytical process A semiotic perspective on Willy Baranger's theory of dreams1

This author reconsiders, from a semiotic perspective, the theoretical and technical ideas developed by Willy and Madeleine Baranger, especially W. Baranger's views on the function of dreams, the status of oneiric symbols and the further clinical‐technical use of dreams in the context of the intersubjective dynamic fi eld, together with the basic unconscious fantasy that emerges in the analytic situation. She attempts to relate the Barangers' ideas to others arising from Peirce's analytic semiotics that would support a triadic conceptualization of dreams. The need to incorporate a pragmatic view of communication and of the processes of production of sense as contributions to dream metapsychology and interpretation in the case of non‐neurotic patients is particularly emphasized. On the basis of the hypothesis of a described series of triads underlying the production and retelling of dreams, the acknowledgment of these produced/told dreams as intentional signs allows the presence of a continuous process of semiosis to be proposed. The author introduces clinical material to illustrate the communicative value of dreams through the textual analysis of the report and accompanying associations of three dreams. Such analysis takes a linguistic pragmatics approach that examines those aspects of meaning not accounted for by a restricted semantic theory.     

Philosophy's Real-World Consequences for Deaf People: Thoughts on Iconicity, Sign Language and Being Deaf

The body of philosophical knowledge concerning the relations among language, the senses, and deafness, interpreted as a canon of key ideas which have found their way into folk metaphysics, constitutes one of the historically sustained conditions of the oppression of deaf people. Jonathan Rée, with his book I see a voice, makes the point that a philosophical history, grounded in a phenomenological and causal concern with philosophical thought and social life, can offer an archaeology of philosophy's contribution to the social oppression of deaf people.This article offers support for such a project while being critical of Rée's philosophical phenomenology, since it presumes, àpriori, two ideas about deafness and sign language: firstly, that deaf experience is like hearing experience but without hearing; and secondly, that the iconic qualities of sign languages are strictly superficial phenomena. Both presumptions, it is argued here, derive from the same philosophical knowledge which has linked deafness to the sense of hearing and the voice, and in doing so secured an intellectual basis for the oppression of deaf people in social life.Instead it is proposed, using examples of sign language use, that deafness as sensory experience is best understood by reference to the sense of sight; that iconicity is a central creative resource in sign language formation, maintenance and productivity; that Rée's philosophical phenomenology, as a metatheoretical critique of philosophical knowledge, proves unable to selfreflexively uncover (let alone overcome) existing presumptions in philosophy and social life; and that as a consequence that project itself risks perpetuating, within philosophy, key conditions of the oppression of deaf people.     

想象、再现与重复--德里达对胡塞尔关于实在话语与想象话语之区分的解构及其意义

本文主要讨论了德里达对胡塞尔在《逻辑研究》中所作的关于“真实话语”与“想象话语”之区分的解构。在德里达看来,无论是真实话语还是想象话语,首先都是一种“本源的重复结构”。这种本源的重复比真实话语与想象话语的区分更古老,它是一切话语乃至一切符号的“共根”。本文详细梳理了德里达的解构过程和解构策略,并指出这种解构的最终目的是为了解构传统形而上学所确立的本原与替补的差异体系,由此揭示了这种解构对于西方形而上学的意义。     

A PROGRAM FOR INCREASING MANUAL SIGNING BY AUTISTIC AND PROFOUNDLY RETARDED YOUTH WITHIN THE DAILY ENVIRONMENT

A program was implemented to increase the manual signing of five profoundly retarded and four autistic youth within their daily environment. Each participant was nonvocal or minimally vocal. The program was based on modified incidental teaching strategies and was implemented by direct care personnel under supervision in an institutional setting. Specific components included rearranging the physical environment to prompt signing, altering routine staff-resident interactions to prompt, manually guide and/or reinforce signing; and conducting mini-training sessions. Additionally, staff modeled signs intermittently throughout the day. The program was sequentially implemented during two staff work shifts on each of two resident living modules. Observations conducted at four separate time periods during the day indicated that significant increases in signing occurred for all participating youth and that the increases generally maintained during follow-up checks at 5 and 17 weeks. Differential effects of the increased signing on frequency of vocalizations were noted across residents. A staff acceptability survey indicated favorable staff reports on the usefulness of signing to communicate with the youth. Results are discussed regarding the significance of manual signing for seriously developmentally disabled persons and the importance of ensuring that signing skills are used in the daily environment and not exclusively in formal training sessions. Also, areas for continued research are noted in terms of more refined analyses of client skills and subsequent progress in manual communication programs.     

INVOLVING INSTITUTIONAL STAFF IN THE DEVELOPMENT AND MAINTENANCE OF SIGN LANGUAGE SKILLS WITH PROFOUNDLY RETARDED PERSONS

A program to involve institutional staff in developing manual sign language skills with profoundly retarded persons was evaluated. In Experiment 1, six direct care staff, with close supervision, taught a small repertoire of signs to six profoundly retarded residents who had not benefited from previous training in vocal language. Training was conducted in a group format using instructions, modeling, manual guidance, contingent reinforcers, and feedback. During training, all residents learned to identify pictures of objects with manual signs. Generalization observations during unstructured times on the residents' living unit indicated that staff used their signing skills with the residents in addition to their vocal interactions but the residents did not increase their signing or vocalizing. In Experiment 2, the residents' skills in signing with real objects on their living unit as opposed to pictures of objects were evaluated and provided with additional training where necessary. Results indicated that all participating residents learned to communicate with signing during structured interactions on their living unit, and the skills maintained during follow-up assessments ranging from 39 to 49 weeks. Results are discussed regarding the variable generalization effects noted as well as the general benefits and disadvantages of teaching manual signing skills to profoundly retarded persons.