在"理性史"与"理念诗"之间--哲学史上经典之解释与人物之个性的关系问题

本论文所欲讨论者,将主要集中于哲学史上个人之性情、个性对该哲学本文所表达之观念的影响,以及我们对此所应持的诠释态度。对于中国传统哲学而言,经典本文之理解与人物个性之品评当得其有机之结合,方能再现“理性史之纹路”与“理念诗之魅力”,如是,我们也便有相当的理由质疑那种一开始就用某种预设了的、严格的因果对应的方式来图解思想家之思想的努力,同时,我们也可以在相当程度上避免因“过度诠释”所导致的诠释者对本文及其所赖于产生的周围世界的轻忽和放逐。     

上博馆藏楚竹书《周易》初析

本文是最近面世的上海博物馆藏楚竹书<周易>的初步研究成果.本文认为:1.从"数图形卦"分析楚竹书<周易>的卦符,由于这卦符纯以一与八这两数来表达,体现了与长沙马王堆帛书本<周易>同类的历史、人文水平,而稍晚于阜阳简本<周易>;2.楚竹书<周易>所以有"经"无"传",是因为尊"经"贬"传"的缘故;3.楚竹书<周易>的"同卦同类符号"即首符、尾符相同的文本现象,并不能证明"对立与统一"的辩证法思想,符号匚也不是楚竹书<周易>具有"上、下部分"的证明.本文对以上见解进行了有据有理的分析.     

Evidence for dissociable neural mechanisms underlying inference generation in familiar and less-familiar scenarios

In this study, we investigated whether the left and right hemispheres are differentially involved in causal inference generation. Participants read short inference-promoting texts that described either familiar or less-familiar scenarios. After each text, they performed a lexical decision on a letter string (which sometimes constituted an inference-related word) presented directly to the left or right hemisphere. Response-time results indicated that hemisphere of direct presentation interacted with type of inference scenario. When test stimuli were presented directly to the left hemisphere, lexical decisions were facilitated following familiar but not following less-familiar inference scenarios, whereas when test stimuli were presented directly to the right hemisphere, facilitation was observed in both familiar and less-familiar conditions. Thus, inferences may be generated in different ways depending on which of two dissociable neural subsystems underlies the activation of background information.     

Hemispheric processing of anaphoric inferences: the activation of multiple antecedents

This research investigates the hemispheric processing of anaphors when readers activate multiple antecedents. Participants read texts promoting an anaphoric inference and performed a lexical decision task to inference-related target words that were consistent (Experiment 1) or inconsistent (Experiment 2) with the text. These targets were preceded by constrained or less constraining text and were presented to participants' right visual field-left hemisphere or to their left visual field-right hemisphere. In Experiment 1, both hemispheres showed facilitation for consistent antecedents and the right hemisphere showed an advantage over the left hemisphere in processing antecedents when preceded by less constrained text. In Experiment 2, the left hemisphere only showed negative facilitation for inconsistent antecedents. When readers comprehend text with multiple antecedents: both hemispheres process consistent information, the left hemisphere inhibits inconsistent information, and the right hemisphere processes less constrained information.     

Changing self-reported physical activity using different types of affectively and cognitively framed health messages,in a student population

The present research focused upon the power of different messages to increase self-reported physical activity (PA). Five hundered and ninety six participants were randomised to one of five conditions that varied in the content of message: short-term affective, short-term cognitive, long-term affective, long-term cognitive and a no message control. PA was measured at baseline and follow-up (seven days later) was done using the Godin Leisure Time Exercise Questionnaire over the subsequent seven day period. The affective short-term message (ASM) was shown to be equally effective at increasing self-reported PA as a cognitive long-term message. Furthermore, when controlling for baseline activity levels, the ASM emerged as being the message that produced the highest levels of self-reported PA at follow-up. The findings point to the value of distinguishing between health messages in terms of the focus on affective and cognitive outcomes and the temporal nature of the outcomes (short-term or long-term).     

Sequential sampling models of human text classification

Text classification involves deciding whether or not a document is about a given topic. It is an important problem in machine learning, because automated text classifiers have enormous potential for application in information retrieval systems. It is also an interesting problem for cognitive science, because it involves real world human decision making with complicated stimuli. This paper develops two models of human text document classification based on random walk and accumulator sequential sampling processes. The models are evaluated using data from an experiment where participants classify text documents presented one word at a time under task instructions that emphasize either speed or accuracy, and rate their confidence in their decisions. Fitting the random walk and accumulator models to these data shows that the accumulator provides a better account of the decisions made, and a “balance of evidence” measure provides the best account of confidence. Both models are also evaluated in the applied information retrieval context, by comparing their performance to established machine learning techniques on the standard Reuters‐21578 corpus. It is found that they are almost as accurate as the benchmarks, and make decisions much more quickly because they only need to examine a small proportion of the words in the document. In addition, the ability of the accumulator model to produce useful confidence measures is shown to have application in prioritizing the results of classification decisions.     

再论退溪易学

文章辨析了退溪与朱熹在对待《周易》“经传关系”问题上的差异,特别强调:退溪并不尊崇朱子 易为卜筮而作的观点,他坚定的实行经传合观,也与朱子在经传分合上犹疑不定的态度大相径庭。朱子 易为卜筮而作的观点,在当时或以后并未得到很多人的认同。     

试论程颐对今本《周易》古经分篇的义理阐释

通行本<周易>古经分为上下两篇.对于其何以如此分篇,生当北宋的易学家程颐,在承继、整合<易传·序卦>和<易纬·乾凿度>等的观点的基础上,作<上下篇义>,明确提出以阴阳为基准分篇的原则,指明"阳盛者居上篇,阴盛者居下篇",并逐卦作了分析,丰富了人们在此领域的识见.     

文本表述和结构对小学生数学应用题表征的影响

以450名小学生为被试,探讨了文本表述和结构对小学生数学应用题表征成绩的影响。采用2(难度)×2(题材熟悉度)×5(措辞类型)×3(年级)四因素混合设计。结果表明:不同文本表述和结构对小学生解决数学应用题的影响不因年级的不同而不同;概念性措辞问题和情境性措辞问题都促进了小学生数学应用题的表征成绩;在容易问题中,额外信息对表征成绩影响较大;在较难问题中,数学运算关系难度对表征成绩影响较大;当解决文本背景较简单的标准措辞问题时,题材熟悉度对小学生的理解产生较大影响;文本长度对问题解决的影响取决于所增加的文本是否对理解问题的句法关系和语义情景有益。     

Designs of Learning and the Formation and Transformation of Knowledge in an Era of Globalization

In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized era vs. the introduction of individual curricula and new digital learning resources in the post-industrialized era of globalization and multiculturalism. Quite different teaching and learning strategies have been emphasized, which I will call here “designed information and teaching” vs. “designs for learning”. It seems obvious that our current society is in a stage of change that requires a new understanding of knowledge, learning and identity formation. The new position and role of the learner underlines the productive and constructive aspect of learning. Pupils not only read texts, they also produce texts, pictures, film and music and they compile and edit virtual texts. Multimodal texts, as well as the information flow of the Internet, are the consequences of, and at the same time a vehicle for, new social patterns. “Learning Design Sequences” (LDS) is introduced as a theoretical map for the purpose of analyzing critical incidents in (a creative) learning process, using different genres, modes and media in a process of meaning-making.