Levels of modality for BDI Logic

The use of rational agents for modelling real world problems has both been heavily investigated and become well accepted, with BDI (Beliefs, Desires, and Intentions) Logic being a widely used architecture to represent and reason about rational agency. However, in the real world, we often have to deal with different levels of confidence in the beliefs we hold, desires we have, and intentions that we commit to. This paper extends our previous framework that integrated qualitative levels of beliefs, desires, and intentions into BDI Logic. We describe an expanded set of axioms and properties of the extended logic. We present a modular structure for the semantics which involves a non-normal Kripke type semantics that may be used for other agent systems. Further, we demonstrate the usefulness of our framework with a scheduling task example.     

学科领域知识丰富性对中学代数问题表征层次的影响

研究学科领域知识丰富性不同的学生在问题表征过程中信息表征层次的特点。采用“学习-再认”范式,以5类等式为材料,62名初二学生参与实验。结果：两组被试对表面和原理特征一致的等式产生明显的错误再认;对表面特征不一致等式的错误率明显减少。无论原理特征是否一致,两组对表面特征一致等式的反应时无显著差别,但在正确率上丰富组的更高。说明,两组均以有序的系列加工方式编码信息,优先编码表面特征。贫乏组对原理特征的编码干扰表面特征的加工,因而原理特征被丢弃。丰富组加工表面特征则无干扰现象出现,两种特征均能作为再认线索。     

词汇语音学习的影响因素

摘要 词汇语音的学习受哪些因素的影响是心理语言学研究中一个重要的问题。语音回路理论认为,语音短时记忆在词汇语音的学习过程中发挥着关键性的作用,语音短时记忆能力越好越有助于词汇的学习;语音敏感性假说认为,语音意识是影响儿童词汇发展及学习的重要因素;另外一些研究者认为,语音知识可能发挥着更为基础和关键的作用,最近的研究则更加强调几种因素如何相互作用影响词汇语音的学习。本文最后提出了该领域需要进一步研究的问题。     

高校教师知识共享态度的相关研究

以151名高校教师为测查对象,采用“高校教师知识共享问卷”等研究工具,考察工作态度、组织特征等因素与高校教师知识共享态度之间的关系.结果发现:(1)文、理科教师之间在避损性共享和人际性共享上存在显著差异;(2)组织认同、工作满意度、知识特性和学科与避损性共享存在显著相关;(3)组织认同、工作满意度、工作意义、工作奉献、组织特性和学科与人际性共享存在显著相关.研究表明,理科教师的共享态度较文科教师更为积极;知识共享除了与工作态度有关之外,也与软硬件环境有关.     

The whole is indeed more than the sum of its parts: perceptual averaging in the absence of individual item representation

We tested Ariely's (2001) proposal that the visual system represents the overall statistical properties of sets of objects against alternative accounts of rapid averaging involving sub-sampling strategies. In four experiments, observers could rapidly extract the mean size of a set of circles presented in an RSVP sequence, but could not reliably identify individual members. Experiment 1 contrasted performance on a member identification task with performance on a mean judgment task, and showed that the tasks could be dissociated based on whether the test probe was presented before or after the sequence, suggesting that member identification and mean judgment are subserved by different mechanisms. In Experiment 2, we confirmed that when given a choice between a probe corresponding to the mean size of the set and a foil corresponding to the mean of the smallest and largest items only, the former is preferred to the latter, even when observers are explicitly instructed to average only the smallest and largest items. Experiment 3 showed that a test item corresponding to the mean size of the set could be reliably discriminated from a foil but the largest item in the set, differing by an equivalent amount, could not. In Experiment 4, observers rejected test items dissimilar to the mean size of the set in a member identification task, favoring test items that corresponded to the mean of the set over items that were actually shown. These findings suggest that mean representation is accomplished without explicitly encoding individual items.     

Synchronization in repetitive smooth movement requires perceptible events

Accurate timing performance during auditory–motor synchronization has been well documented for finger tapping tasks. It is believed that information pertaining to an event in movement production aids in detecting and correcting for errors between movement cycle completion and the metronome tone. Tasks with minimal event-related information exhibit more variable synchronization and less rapid error correction. Recent work from our laboratory has indicated that a task purportedly lacking an event structure (circle drawing) did not exhibit accurate synchronization or error correction (Studenka & Zelaznik, in press). In the present paper we report on two experiments examining synchronization in tapping and circle drawing tasks. In Experiment 1, error correction processes of an event-timed tapping timing task and an emergently timed circle drawing timing task were examined. Rapid and complete error correction was seen for the tapping, but not for the circle drawing task. In Experiment 2, a perceptual event was added to delineate a cycle in circle drawing, and the perceptual event of table contact was removed from the tapping task. The inclusion of an event produced a marked improvement in synchronization error correction for circle drawing, and the removal of tactile feedback (taking away an event) slightly reduced the error correction response of tapping. Furthermore, the task kinematics of circle drawing remained smooth providing evidence that event structure can be kinematic or perceptual in nature. Thus, synchronization and error correction, characteristic of event timing (Ivry, Spencer, Zelaznik, & Diedrichsen, 2002; Repp, 2005), depends upon the presence of a distinguishable source of sensory information at the timing goal.     

国内元认知的相关研究及其展望

元认知这一概念是由美国发展心理学家弗莱维尔(Flavell)在1976年正式提出来的。至今,学者们对其进行了广泛深入的研究,无论是在理论还是实证方面都取得了丰硕的成果。文章首先对元认知(metacognition)的概念作了阐述,接着陈述了当前关于元认知的结构比较认可的两分法以及三分法,并提出了关于元认知结构的看法。然后对目前国内元认知的相关研究做一综述,最后文章在分析过去研究所存在问题的基础上提出了对元认知研究的展望。     

浅谈元认知知识的培养及其评定

元认知知识是元认知的主要成份之一,它由三部分知识组成:认知主体方面的知识、认知任务方面的知识和认知策略方面的知识。在教学过程中加强对学生元认知知识的培养与训练,有利于学生学会学习,从而达到最佳的学习效果。元认知知识的评定难以在大规模考试中实现,应该综合运用多种方法在日常教学中加以评定,并作为主要任务之一纳入学生的形成性评价。     

The accidental transgressor: morally-relevant theory of mind

To test young children’s false belief theory of mind in a morally relevant context, two experiments were conducted. In Experiment 1, children (N = 162) at 3.5, 5.5, and 7.5 years of age were administered three tasks: prototypic moral transgression task, false belief theory of mind task (ToM), and an “accidental transgressor” task, which measured a morally-relevant false belief theory of mind (MoToM). Children who did not pass false belief ToM were more likely to attribute negative intentions to an accidental transgressor than children who passed false belief ToM, and to use moral reasons when blaming the accidental transgressor. In Experiment 2, children (N = 46) who did not pass false belief ToM viewed it as more acceptable to punish the accidental transgressor than did participants who passed false belief ToM. Findings are discussed in light of research on the emergence of moral judgment and theory of mind.     

采用跨学科概念图推进中学生跨学科学业成就

为了检验跨学科概念图在跨学科知识整合中的作用,设计了跨学科概念图干预计划,以180名中学生为被试,采用实验组与控制组对比实验方法,探讨了跨学科概念图对跨学科学业成就的影响。结果表明:(1)跨学科概念图干预计划显著提高了实验组被试的跨学科学业成绩;(2)对于不同成就者而言,干预计划显著提高了中低成就者的跨学科学业成绩,而对高成就者跨学科学业成绩的影响不显著。这意味着跨学科概念图作为跨学科知识整合领域的智力适应工具能够有效提高学习者的跨学科学业成就,但是其对不同层次学习者跨学科学业成就的影响具有适应性差异。