Oedipus the king: Quest for self‐knowledge – denial of reality. Sophocles’ vision of man and psychoanalytic concept formation

In the Oedipus myth we find a dramatic representation of the child’s passionate ties to its parents. In the play Oedipus the King, Sophocles relates the theme of the myth to the question of self‐knowledge. This was the predominant reading in German 19th century thinking, and even as a student Freud was fascinated by Oedipus’ character – not primarily as the protagonist of an oedipal drama, but as the solver of divine riddles and as an individual striving for self‐knowledge. Inspired by Vellacott, Steiner has proposed an alternative reading of Oedipus the King as a play about a cover‐up of the truth. The text supports both these arguments. The pivotal theme of the tragedy is Oedipus’ conflict between his desire to know himself and his opposing wish to cover up the truth that will bring disaster. It is this complex character of Oedipus and the intensity of his conflict‐ridden struggle for self‐knowledge that has made the tragedy to a rich source of inspiration for psychoanalytic concept formation and understanding both of emotional and cognitive development up to our own time.     

Science,Scientism and Imaginaries of Publics in the UK: Passive Objects,Incipient Threats

Two-way public engagement with science is an important modern democratic practice that paradoxically coincides with the intensifications of state surveillance and policing of publics and social movements engaging with issues involving science. This raises important questions about the contemporary anatomies of publics, and what count as legitimate expressions of public concern over scientific stakes within the knowledge economy. Implicit in the tension between inclusion and surveillance are concerns over the social meaning and authority of science amongst both scientific practitioners and publics. Bringing science and technology studies (STS) and social movement studies (SMS) into dialogue offers a means to explore the neglected ontological stakes in the framing of scientific imaginaries of publics, and public imaginaries of science. Post-WWII UK science–publics relations have emerged in three significant modalities, with publics imagined: as passive non-entities, circa 1950–1990 (continuing); as incipient threats due to presumed deficits in their grasp of science 1990–2000 (continuing); and, since circa 2000, as politicised threats requiring state control. Each modality is shaped by elite denial of the normative commitments embedded within science as surrogate politics—scientism. In each mode, scientistic elite emphasis on epistemic issues forecloses engagement with broader public meanings expressing legitimate normative and ontological differences. Fusing the more epistemic focus of STS with SMS's emphasis on meaning and democratic process offers a route to deeper democratic forms of public engagement with what is called science, which would also precipitate more accountability in elite discourses around science and technology.     

场景情境和目标模板在视觉搜索中的交互作用

以真实场景图像中的物体搜索为实验任务, 操纵场景情境和目标模板, 采用眼动技术将搜索过程分为起始阶段、扫描阶段和确认阶段, 考察场景情境和目标模板对视觉搜索过程的影响机制。结果发现, 场景情境和目标模板的作用方式及时间点不同, 二者交互影响搜索的正确率和反应时, 仅场景情境影响起始阶段的时间, 随后二者交互影响扫描阶段和确认阶段的时间及主要眼动指标。作者由此提出了场景情境和目标模板在视觉搜索中的交互作用模型。     

句法启动研究的范式及其在语言理解中的争论

重复是一种非常重要的行为现象。在心理语言学领域, 句法启动是重复的一种非常独特的表现形式, 有助于推进研究者更好地理解语言是如何表征和加工的。在系统梳理文献的基础上, 归纳了句法启动研究使用的句子类型, 详细阐述了句法启动研究的实验范式, 即句子复述－图片描述范式、句子补全范式、句子回忆范式和视觉情境眼动范式, 指出了不同范式的优缺点; 系统探讨了语言理解中句法启动研究的核心争论, 即句子理解中的启动是策略的, 语义的, 还是句法的; 如果存在句法启动效应, 那么该效应是词汇驱动的, 还是词汇独立的。最后, 对语言理解中句法启动效应在未来研究中需解决的问题进行了展望。     

不同学习目标条件下学习时间分配的习惯性反应

采用眼动记录技术,探讨不同学习目标条件下词对位置对学习时间分配的影响。实验结果发现：在高学习目标条件下,词对位置对项目选择存在显著影响,对自定步调学习时间不存在显著影响;在低学习目标下,词对位置对项目选择和自定步调学习时间均不存在显著影响。表明议程驱动和习惯性反应是影响学习时间分配的两种认知机制,学习者会根据学习情境采用议程驱动或习惯性反应来有效地进行学习时间分配,以最小的努力实现学习目标。     

词频与阅读方式对词跨行呈现效应的影响

通过使用眼动追踪技术,采用2（呈现条件：同行呈现、跨行呈现）×2（词频：高频、低频）×2（阅读方式：朗读、默读）的被试内实验设计,探讨了词频和阅读方式对词跨行呈现效应的影响。结果发现,呈现条件、词频和阅读方式的主效应显著,跨行呈现、低频和朗读的凝视时间和总注视时间更长、总注视次数更多;呈现条件之间在凝视时间上的差异,高频词大于低频词;呈现条件之间在凝视时间和总注视次数上的差异,朗读大于默读。结果表明,词跨行呈现干扰了阅读,且这种干扰作用受词频和阅读方式的影响。     

孤独症谱系障碍患者对种族情境中本异族面孔的眼动模式

本研究采用眼动技术探讨孤独症谱系障碍(ASD)患者对背景中的本异族面孔的加工特点。研究采用2（组别）×2（面孔种族）×3（背景）的混合设计,让16名16-25岁的ASD患者和17名生理年龄匹配的正常人完成变化检测任务,并记录他们的眼动。结果显示：与正常人相比,ASD患者的面孔辨别力更低;他们的眼动呈现更多的面孔-背景眼跳和更多的上下半脸眼跳;两组被试的上下半脸眼跳的次数受到面孔种族以及面孔和背景是否一致的影响。结论：在行为指标上,正常人出现了本族效应,而ASD患者没有出现本族效应;在眼动上,ASD患者呈现与正常人相似的面孔注视时间,但比正常人呈现更多的眼跳。面孔的背景影响了面孔辨别力以及上下半脸眼跳轨迹。     

高二学生阅读插图课文的即时加工研究

采用ASL4200R型眼动仪,对28名高二年级学生阅读插图课文的阅读理解特点进行研究,结果表明:(1)高二学生阅读不同呈现方式课文的阅读成绩和阅读时间,以及注视次数、注视点持续时间和回视次数,插图课文显著优于无图课文.插图对课文的阅读理解具有明显的促进作用;(2)高二学生阅读不同难度课文的阅读成绩和阅读时间,以及注视次数和回视次数,易课文显著优于难课文.     

Eye contact as an antecedent to compliant behavior

Many experimenters and practitioners regard eye contact between instructor and learner as a facilitator, if not a prerequisite, to the effective instruction of sighted people. Without scientifically supporting the practice of demanding eye contact, experimenters, nonetheless, advocate its use and offer a variety of procedures to promote its acquisition. To justify the widespread use of demanded eye contact and to explain its role functionally, one experiment and data from six replications with nine subjects are presented. The primary experiment provides an empirical base for the training of eye contact prior to instruction. In a multiple-baseline design across two students demanded eye contact resulted in levels of compliance that were double and triple those of baseline. A tentative functional analysis of demanded eye contact is presented, followed by a discussion of the relationship of eye contact to attending.     

脑内信息加工的不连续性假说

根据阅读眼动的实验资料 ,提出脑内信息加工的时间不连续性假说 ,认为脑内加工相继信息间存在暂时性中断。最近观察到的注意间隙现象为这一假说提供了新的实验证据。