生命伦理学的知识场域与现象学问题

生命伦理学还不是一个成熟的学科,研究者还要做许多重要的工作。目前,生命伦理学研究中首要的是对相关知识、基本概念、语词的统一,诸如对生命、医学、疾病、死亡等确立生命伦理语境下的认知,是一项重要的任务。应该挖掘所有人类的理性遗产和文化资源,建立和构建生命伦理学理论框架和体系,从而解决对具体生命伦理问题和现象评价的困难。生命伦理学存在一个多维的知识场域,揭示、解释和勾绘这个场域,对生命伦理学的学科建设具有重要意义。     

The Knowledge Argument and Objectivity

In this paper I argue that Frank Jackson’s Knowledge Argument is better considered not as an argument against physicalism, but as an argument that objective theories must be incomplete. I argue that despite the apparent diversity of responses to the knowledge argument, they all boil down to a response according to which genuine epistemic gains are made when an individual has an experience. I call this the acquaintance response. I then argue that this response violates an intuitive stricture on the objectivity of theories. Therefore, the knowledge argument does show that objective theories cannot provide a complete understanding of the world. The result, however, is that both objective dualism and objective physicalism are refuted by the argument. In the end it is suggested that the notion of “subjective physicalism” is one that should be pursued.     

元认知的本质与要素

该文就元认知的本质和要素进行了探讨。文章首先对已有的相关观点进行了分析,在此基础上,将元认知的内涵界定为“个体对当前认知活动的认知调节”,并确定了元认知活动的三要素,即元认知技能、元认知知识、元认知体验,论述了每一要素在元认知活动中的作用,并以元认知三要素关系示意图描述了三者之间的关系。     

公正:对待同性恋者的主要伦理原则

同性恋问题由来已久,但至今同性恋者仍处于社会的边缘和弱势地位,提出旨在对这一问题的解决提出公正原则是对待同性恋者的主要伦理原则.通过践行伦理公正,使其获得应有的权利,从而使同性恋者获得合理的地位,实现其做人的价值.     

基于胜任特征的人才测评

该文总结了国内外有关胜任特征与测评方面的文献,阐述了胜任特征作为人才测评的标准的内涵,进而总结了胜任特征应用于人才测评的作用与意义,最后简要介绍了基于胜任特征的人才测评的技术方法。本文有助于胜任特征与人才测评课题的进一步研究,对于人才测评的实践具有很强的指导意义。     

Influencing prior knowledge through a short reading impacts curiosity and learning

Curiosity predicts memory performance and it is influenced by prior knowledge. Reading a well-organized text can increase curiosity in a classroom setting, however it is not clear if reading a short text written in an encyclopedic style can increase curiosity and learning without explicit educational goals. We presented participants with a short text and examined if questions related to this reading could elicit higher curiosity ratings and better recall in a thematized version of the trivia task. In the first experiment, participants subjectively judged their prior knowledge of trivia questions. The curiosity of the participants was not influenced by the reading, but the memory effect of curiosity was amplified for the questions related to it. In the second experiment, we objectively verified whether the participants knew the answers. The curiosity ratings were higher for the questions related to the reading, but only the curiosity ratings influenced recall performance. These results show that prior knowledge induced by reading can have an effect on curiosity and learning, but it depends on how this knowledge is assessed by the learner.     

Parental practices of Italian mothers and fathers during early infancy: The role of knowledge about parenting and child development

Our contribution aims to verify whether parental knowledge about child development and parenting constitutes a protective factor in the application of dysfunctional educational practices. Numerous studies have found that parental knowledge has a great influence on parenting, however it remains unclear whether both are casually linked in a direct and linear way. Data currently available on parental knowledge almost exclusively refers to mothers and subjects at risk. Furthermore, there are almost no studies which take into consideration subjects who are Italian citizens.In contrast our work takes into consideration a normative sample of 157 Italian couples who are the parents of children aged between 16 and 36 months and who completed the Knowledge of Infant Development Inventory (KIDI; MacPhee, 1981) and the Parenting Scale (Arnold, O’Leary, Wolff, & Acker, 1993). The results highlight differences between mothers and fathers, both in terms of knowledge levels (higher for mothers) and educational practices (maternal practices are more frequently dysfunctional); knowledge influences educational practices above all in the case of fathers, although said effect is slight, which supports the idea that interaction between knowledge and parental practices is not linear but rather mediated by other factors.     

汉语声调水平映射规则的内隐学习及其长度迁移效应

内隐学习领域关注的重要问题是被试能够习得何种结构及其相应的学习机制。远距离规则的研究为澄清这一问题提供了新的视角。现有研究已证实被试能够内隐地习得并迁移固定长度的远距离规则。按照内隐学习抽象性的观点,如果被试习得的是远距离的抽象规则本身,那么迁移也同时会发生在不同长度的材料上。因此,研究以独特的汉语声调水平映射规则为材料,通过对表面特征与底层规则之间的分离操作,探讨声调水平映射规则的内隐习得和长度迁移,结果表明被试不仅能够习得这一规则,还能够将该规则灵活迁移到不同长度的材料上,进一步为内隐学习的抽象性特点和无限性的学习机制提供强有力的新证据。     

提取练习在记忆保持与迁移中的优势效应：基于认知负荷理论的解释

提取练习比建构概念图更有利于记忆保持和迁移的研究结果尚存在争议。依据认知负荷的3个成分,设计两个实验探究前期知识水平与策略复杂性对以上两种学习策略有效性的影响。结果表明：(1)前期知识水平的主效应不显著,但是与学习策略之间存在交互作用：在提取练习策略条件下,高前期知识水平的被试与低前期知识水平的被试在记忆保持和迁移上的正确率没有显著差异,但是在建构概念图策略条件下,高前期知识水平的被试在记忆保持和迁移上的正确率显著地高于低前期知识水平的被试;(2)当降低概念图的难度后,被试使用建构部分概念图策略产生的认知负荷与使用提取练习策略相比显著降低,并且其在学习阶段学习到的知识量显著地高于使用提取练习策略的结果,但是在最终测试上,其记忆保持与迁移的正确率与使用提取练习策略并没有显著差异,策略的复杂性增加了学习者的额外负荷,但是对策略有效性的发挥却不具有决定性影响。以上结果说明提取练习策略之所以比建构概念图策略更具优势,不是因为其策略本身更易掌握,而是因为其与建构概念图策略相比不受学习者前期知识水平的影响。这意味着认知负荷理论可以很好地解释提取练习在记忆保持与迁移中产生优势效应的内部机制,并进一步证实提取练习与精细编码不同,具有独特的加工机制。