A longitudinal study of child siblings and theory of mind development

This study tested a sample of 63 children twice in a longitudinal design over 14 months to examine their theory-of-mind (ToM) understanding in relation to their number of child-aged siblings (1–12 years). Age-appropriate batteries of ToM tests emphasising false belief were given at the start of the study, when children had a mean age of 4–2 (range: 3–3 to 5–6), and at the end, when mean age was 5–4 (range: 4–3 to 6–9). Irrespective of chronological age, children with 2 or more child siblings scored significantly higher on both the earlier and the later battery than those with no child-aged siblings. Hierarchical multiple regression analyses revealed that, over and above chronological age and verbal intelligence, having more child siblings predicted higher ToM scores at Times 1 and 2. Furthermore, at Time 2, the participant's number of child-aged siblings continued to predict higher ToM scores even after controlling for age, verbal intelligence, and Time 1 ToM scores. Results were considered in relation to the kinds of family-based social and conversational experiences that might foster ToM growth throughout the period from toddlerhood to the threshold of primary school.     

实践哲学的传统与创新专题：元实践学与异质性理论——对一套实践哲学研究方案的说明

当今众多以“实践哲学”为名号的研究其实只是家族相似。该文是对笔者的实践哲学方案的说明,目的在于跟其他方案区别开来。该方案的学科名称为“元实践学”,是对实践问题的形上学探讨,学说名称为“异质性理论”,是奠基于“异质性”概念的元实践学。     

西学与清初思想的变迁

从晚明的王学到清初的考据学,中国思想发生了巨大的变化。如何理解这种巨大的思想变化学术界多有议论。文章从西学与清初的科学思潮,西学与清初考据派,西学与中国的文艺复兴这三个方面深入地分析了从晚明到清初思想变迁的实际历史过程。说明了西学作为一种外来思想,所以被接受的根本性原因,在于中国思想文化有了这种内在需要,传教士所介绍的学术和思想只是作为外部原因才发挥了作用。     

外科手术决策过程中的情与法

越是给熟人、领导、要人做手术,出现各种手术相关问题的几率就越高.其原因主要是医生受各种情感因素的影响,降低了对医疗核心制度的执行标准,简化了术前准备,放宽了手术适应证,非理性地扩大了手术范围.解决方法:对待任何病人首先必须恪守法律和医疗规范,在此基础上尽可能与病人进行情感交流,达到医患共同自觉执行相关法律和规章,降低情感因素对手术决策的负性作用.     

预期理论的提出、演进及危机

1979年,Kahneman与Tversky修正了von Neumann与Morgenstern的期望效用理论(expected utility theory,EU)中有关线性概率的假设,提出了预期理论(prospect theory,PT)。1992年,两人对预期理论作了进一步的改进,将该理论演进为累积性预期理论(cumulative prospect theory,CPT)。本文就从PT到CPT的发展、CPT与PT的差异及CPT所面临的危机进行了述评。     

Precursors of learning experiences in Social Cognitive Career Theory

This study extended the research on Social Cognitive Career Theory (SCCT; [Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122]) by examining the contributions of 3 person inputs (personality, gender, and conformity to gender role norms) to career-related learning experiences for each of Holland’s [Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources] 6 RIASEC themes. Participants (144 female and 113 male college students) completed measures of personality, conformity to feminine and masculine role norms, and learning experiences for Holland’s RIASEC themes. Results of path analyses indicated that the combination of person inputs explained a significant proportion of variance in each of the RIASEC-based learning experiences. Results supported 9 of 13 hypothesized relations involving personality, and suggested that for some personality traits, the relation to RIASEC-based learning experiences is both direct and indirect, via conformity to gender role norms. Results also revealed that gender predicted learning experiences for 5 of the 6 Holland themes; however, 4 of those relations were partially or completely mediated by conformity to gender role norms. Finally, findings supported 5 of 12 hypothesized relations involving conformity to gender role norms, and suggested that gender role conformity may be most relevant to learning experiences in the Realistic and Social domains.     

Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing

Forty-five children with mathematics learning disabilities, with and without comorbid reading disabilities, were compared to 45 normally achieving peers in tasks assessing basic numerical skills. Children with mathematics disabilities were only impaired when comparing Arabic digits (i.e., symbolic number magnitude) but not when comparing collections (i.e., non-symbolic number magnitude). Moreover, they automatically processed number magnitude when comparing the physical size of Arabic digits in an Stroop paradigm adapted for processing speed differences. Finally, no evidence was found for differential patterns of performance between MD and MD/RD children in these tasks. These findings suggest that children with mathematics learning disabilities have difficulty in accessing number magnitude from symbols rather than in processing numerosity per se.     

Asymptotic learning of alphanumeric coding in autobiographical memory

Studies of autobiographical memory have shown that observed levels of incidental learning are often relatively low. Do low levels of retention result simply from a low learning rate, or is learning also asymptotic? To address this question, it is necessary to trace performance over a large number of learning opportunities, and this was carried out in the context of the recent development of widespread texting behaviour. It was found that memory for the alphanumeric layout of a phone improved as a function of sending approximately the first 500 texts, but then the improvement stopped. The incidence of memory error was incompatible with a simple power-law relation but was modelled closely by an asymptotic relation. It is suggested that this pattern reflects a movement towards automaticity in the primary task which progressively closes down the possibility that incidental learning can occur.     

Experience in integrative negotiations: What needs to be learned?

In this research we focus on the roles of experience and understanding in fostering integrative negotiation performance. We report on two experiments in which we distinguish between understanding opponents’ general priorities among issues versus understanding their specific gains for particular offers. Although experience enhanced integrative performance even in the absence of understanding, we found that understanding the specific gains had an incremental effect on performance. We conclude that while generally acknowledging opponents’ interests is not sufficient, the additional inferential step of assessing their specific gains throughout the negotiation process is advantageous.