Teaching Genesis: A Present-Day Approach Inspired by the Prophet Nathan

The prophets Nathan (2 Samuel 12:1–15) and John the Baptist (Mark 6:16–28) had comparable tasks before them: to convince their respective kings about the wrongs of taking somebody else's wife and marrying her. Nathan succeeded, while John failed and furthermore lost his life. What made the difference? One possible explanation is that Nathan proceeded in two steps: (1) Tell an interesting, nonthreatening story that nevertheless makes the point at issue; (2) transfer that message to the case at hand. In contrast, John used a direct approach, which raised apprehension, even fear (on the part of Herodias, the woman involved), and led to failure. That lesson has wider applications, as illustrated here for teaching the biblical Genesis narration. The other ingredient in this teaching is relational and contextual reasoning (RCR), the use of which is also indicated for other issues besides teaching Genesis.     

双陈述任务下演绎推理的错觉

研究了双陈述任务下的复合命题推理和三段论推理的错觉。被试为暨南大学本科生60名。使用冠有“只有一个陈述是正确的”作为限制条件的双陈述推理任务。实验1为纯命题任务,实验2为角色化任务。t检验的结果表明被试只考虑了正确的陈述,却忽略了错误的陈述而出现推理的错觉。结果支持了心理模型理论中的正面表征原则,初步提出正反信息转换机制的观点。     

Rational Comprehension of Arguments in Theoretical Texts: A Program for an Argumentative-Linguistic Approach

A method of linguistically-oriented reasoning comprehension is proposed. It is based on semiological principles of text comprehension. Both content and form are essential for comprehending argumentative texts. A text recipient is viewed as a rational judge trying to detect all the components of the argument he/she considers and thus to see if the argument is consistent. Elementary and higher level argumentative units of the text are discovered by applying a modified S. Toulmin's model of argumentative functions. Validity and correctness of arguments are established by means of a new – linguistic – interpretation of traditional syllogistic.     

复合命题理解能力的发展

采用命题-图形匹配实验法,探讨了儿童、少年和青年人三个阶段的5种类型复合命题理解能力的发展.结果表明:(1)随着年龄增长,复合命题理解能力迅速提高;(2)对复合命题理解的难易,决定于构建的心理模型的数目.理解能力的发展根据心理模型的类型呈现不同的步调,单模型命题的理解在小学阶段已经很好地获得发展,双模型命题则在初中阶段获得较好的发展,三模型命题发展较迟,直至成年仍需发展.     

关于哲学的问题研究

“恰当地提出问题”对于哲学甚至比对于科学更为重要,它体现出哲学活动的特殊性质。提问开放新的视域。使我们超出习见,进入思考和对话。着重于提出问题而非构造理论,在今天可以被视为一种研究哲学的方式。当今时代给我们提出了大量需要研究的课题,也要求我们能够提出自己的问题。另一方面,20世纪哲学的自我批判,不仅使哲学的一些基本范畴被重新审视,它的探索方式乃至其功能与合法性根据也受到质询。对问题的研究已成为把握时代和探索哲学发展途径的入手处。     

《姤卦》意辨--兼谈卦意研究的态度和方法

有关《姤卦》意的解释,历来众说纷纭。通过研究周王朝初期社会习俗,特别是婚姻制度的制定和施行,结合文献,分析象意,考据卦辞,认为本卦的主题旨在宣扬周礼婚姻制度的必要性、时代性、进步性,同时也表现了这一婚姻制度的局限性,悲剧性。并对当前《易经》研究的一些不足现象,从注重历史、卦身分析、占辞研究等方面提出看法和建议。     

Left caloric vestibular stimulation as a tool to reveal implicit and explicit parameters of body representation

Homeostatic parameters, such as temperature, are related to body representation. In this study, we measured whether caloric vestibular stimulation (CVS) alters body temperature and tactile processing, and if in the direction predicted by a holistic body matrix representation.Skin temperature and tactile two-point discrimination (TPD) acuity were measured for both arms before, immediately after and with a delay from CVS. Participants were also administered a personality questionnaire and an anxiety inventory to rule out confounding factors. Two control experiments were planned to exclude casual variations.Our results show that temperature drops significantly in both arms after CVS. CVS also induces a bilateral improvement in tactile acuity (even though not immediately after but in the delayed condition). Finally, these effects are not due to learning, as demonstrated by the control experiment.In summary, our results suggest that vestibular stimulation updates body representation, supporting the evidence in favor of a body matrix.     

Publication standards in infancy research: Three ways to make Violation-of-Expectation studies more reliable

The Violation-of-Expectation paradigm is a widespread paradigm in infancy research that relies on looking time as an index of surprise. This methodological review aims to increase the reliability of future VoE studies by proposing to standardize reporting practices in this literature. I review 15 VoE studies on false-belief reasoning, which used a variety of experimental parameters. An analysis of the distribution of p-values across experiments suggests an absence of p-hacking. However, there are potential concerns with the accuracy of their measures of infants’ attention, as well as with the lack of a consensus on the parameters that should be used to set up VoE studies. I propose that (i) future VoE studies ought to report not only looking times (as a measure of attention) but also looking-away times (as an equally important measure of distraction); (ii) VoE studies must offer theoretical justification for the parameters they use, and (iii) when parameters are selected through piloting, pilot data must be reported in order to understand how parameters were selected. Future VoE studies ought to maximize the accuracy of their measures of infants’ attention since the reliability of their results and the validity of their conclusions both depend on the accuracy of their measures.     

心理学在社会服务体系中作用的思考——以复原力建设为例

在社会心理服务体系建设中, 心理学到底起着什么样的作用?怎样才能更好地构建全面系统的多主体社会心理服务体系?在社会心理服务体系建设中如何推动心理学自身的发展?这些问题一直受到广大心理学者的关注。以复原力为例, 通过对个体、团队以及社区心理复原力建设路径的理论总结, 加上实践案例, 以期为社会心理服务体系建设提供知识借鉴与参考, 并反思心理学在此过程中的作用与角色。心理学专业研究团队可以通过整合其在社会支持体系中的应用, 推动心理学在社会服务体系中的应用。     

Do details bug you? Effects of perceptual richness in learning about biological change

People often have difficulty in understanding processes of biological change, and they typically reject drastic life cycle changes such as metamorphosis, except for animals with which they are familiar. Even after a lesson about metamorphosis, people often do not generalize to animals not seen during the lesson. This might be partially due to the perceptual richness of the diagrams typically used during lessons on metamorphosis, which serves to emphasize the individual animal rather than a class of animals. In two studies, we examined whether the perceptual richness of a diagram influences adults' learning and transfer of knowledge about metamorphosis. One study was conducted in a laboratory setting, and the other was online. In both studies, adults who saw the bland diagram during the lesson accurately transferred more than adults who saw the rich diagram during the lesson.