从丘浚的科学观看儒学与科学的可容性

丘浚是我国古代自觉提倡并积极探讨自然科学的儒家学者。他将儒学的研究对象分为“性理之学”(相当于“哲学”)与“物理之学”(相当于“科学”)两个部分 ,并对当时儒者重“性理之学”而轻“物理之学”的现象提出了批评。他不仅揭示了研究“物理之学”的必要性 ,而且还提出了研究“物理之学”的方法与要求。丘浚对研究“物理之学”的积极提倡 ,使我们看到了儒学与科学之间可容性的一面。     

小学生口算能力的发展研究

研究目的是考察小学生口算速度和广度的发展。180名1至6年级城市小学生接受了口算能力的测验,结果显示：小学生口算的速度和广度随年级的增长而加快和扩大。不同口算的广度之问存在明显的差异,按口算广度的大小排列,依次是：不进位加法、不借位减法、进位加法、借位减法、除法和乘法。小学生口算的速度和广度均无显著的性别差异。数字广度和口算速度是制约口算广度的两个重要因素。     

Commentary on the Multimodal Treatment Study of Children with ADHD

The multimodal treatment study of attention deficit hyperactivity disorder (MTA Study) constitutes a landmark in the history of treatment research in child psychopathology, being the largest single study of its kind ever undertaken. Important findings have emerged from this project, as the papers in the present volume will attest. This commentary focuses on several concerns about the assumptions that appear to have guided the design of the MTA study, particularly its psychosocial treatment component, as well as the manner in which treatment results have been presented to date. In particular, no explicit theory of ADHD appears to have guided the construction of the treatment components, relying instead on implicit theories associated with those treatments, such as the notion that the symptoms of ADHD arise through faulty learning and defective contingencies of reinforcement. Future articles from this study will need to address these and other concerns if the results of the study are to be properly interpreted and the scientific and clinical yield is to be maximized.     

Modal Incompleteness Revisited

In this paper, we are going to analyze the phenomenon of modal incompleteness from an algebraic point of view. The usual method of showing that a given logic L is incomplete is to show that for some L and some cannot be separated from by a suitably wide class of complete algebras — usually Kripke algebras. We are going to show that classical examples of incomplete logics, e.g., Fine logic, are not complete with respect to any class of complete BAOs. Even above Grz it is possible to find a continuum of such logics, which immediately implies the existence of a continuum of neighbourhood-incomplete Grz logics. Similar results can be proved for Löb logics. In addition, completely incomplete logics above Grz may be found uniformly as a result of failures of some admissible rule of a special kind.     

Stem Complexity and Inflectional Encoding in Language Production

Three experiments are reported that examined whether stem complexity plays a role in inflecting polymorphemic words in language production. Experiment 1 showed that preparation effects for words with polymorphemic stems are larger when they are produced among words with constant inflectional structures compared to words with variable inflectional structures and simple stems. This replicates earlier findings for words with monomorphemic stems (Janssen et al., 2002). Experiments 2 and 3 showed that when inflectional structure is held constant, the preparation effects are equally large with simple and compound stems, and with compound and complex adjectival stems. These results indicate that inflectional encoding is blind to the complexity of the stem, which suggests that specific inflectional rather than generic morphological frames guide the generation of inflected forms in speaking words.     

Verb frame frequency as a predictor of verb bias

There is considerable evidence showing that the human sentence processor is guided by lexical preferences in resolving syntactic ambiguities. Several types of preferences have been identified, including morphological, syntactic, and semantic ones. However, the literature fails to provide a uniform account of what lexical preferences are and how they should be measured. The present paper provides evidence for the view that lexical preferences are records of prior linguistic experience. We show that a type of lexial syntactic preference, viz., verb biases as measured by norming experiments, can be approximated by verb frame frequencies extracted from a large, balanced corpus using computational learning techniques.     

Equivalence class analysis of responding consistent with the relational frame of opposition

We replicated and extended studies showing that contextual cues for matching stimuli from 2 separate equivalence classes control the same derived relations as contextual cues for opposition frames in RFT studies. We conducted 2 experiments with 6 college students. In Phase 1, they received training in a conditional discrimination AB. Then, they received training for maintaining AB with X1 as context, and for reversing the sample–comparison relations of AB, with X2. In Phase 2, X1 functioned as context for matching same-class stimuli, and X2 functioned as context for matching separate-class stimuli. In Phase 3, X2 controlled the same derived arbitrary relations as cues for opposition frames in RFT studies. This functional equivalence may suggest that X2 functioned as a cue for opposition frames. In Phase 4, participants matched different stimuli with X2 as context, instead of matching most different (opposite) stimuli. In addition, Different, a cue for matching different stimuli, controlled the same derived arbitrary relations as X2. These results are incompatible with X2 being a cue for opposition frames. Contextual control over equivalence and responding by exclusion can explain these outcomes. The implications of these findings for RFT studies on opposition frames are discussed.     

Maintaining perceived control with unemployment facilitates future adjustment

Unemployment is a major challenge to individuals' development. An important personal resource to ameliorate the negative impact of unemployment may be perceived control, a general-purpose belief system. Little is known, however, about how perceived control itself changes with the experience of unemployment and what the antecedents, correlates, and consequences of such change in perceived control are in different ages. We use data from the German Socio-Economic Panel Study (N = 413 who experienced unemployment and N = 413 case-matched controls; time period of data collection: 1994–1996) to examine whether perceived control changes with unemployment, explore the role of socio-demographic, psychosocial and health factors in moderating such change, and investigate whether levels of perceived control prior to unemployment and unemployment-related change in perceived control predict unemployment-related outcomes up to five years following. Results indicated that, on average, perceived control remained relatively stable with unemployment, and that younger and older workers did not differ in this regard. However, there were sizeable individual differences in change in perceived control, with women and those with fewer years of education experiencing greater unemployment-related declines in perceived control. Lower levels of perceived control prior to unemployment and steeper unemployment-related decrements in perceived control were each associated with a higher risk of remaining unemployed in the 12 months immediately following unemployment. Steeper unemployment-related declines in perceived control also predicted lower life satisfaction up to five years following. We discuss possible pathways by which perceived control may facilitate adjustment to unemployment, consider the role of perceived control for better understanding the dynamics of unemployment, and suggest routes for further more process-oriented inquiry.     

On the influence of re-reading on mind wandering

Re-reading has been shown to have a minimal benefit on text comprehension, in comparison to reading only once or other types of study techniques (e.g., testing; self-explanation). In two experiments we examined the effect of re-reading on mind wandering. Participants read two texts, during which they responded to intermittent mind wandering probes. One text was read once and the other twice. Consistent with previous findings, there was no effect of re-reading on comprehension even though participants reported feeling more competent when they re-read the text. Critically, participants mind wandered more while re-reading. Furthermore, the effect of re-reading on mind wandering was specific to intentional forms of mind wandering rather than unintentional. The implications of these results for understanding mind wandering and the limited effectiveness of re-reading as a mnemonic are discussed.