Dissimilarity cumulation theory in arc-connected spaces

This paper continues the development of the Dissimilarity Cumulation theory and its main psychological application, Universal Fechnerian Scaling [Dzhafarov, E.N and Colonius, H. (2007). Dissimilarity Cumulation theory and subjective metrics. Journal of Mathematical Psychology, 51, 290-304]. In arc-connected spaces the notion of a chain length (the sum of the dissimilarities between the chain’s successive elements) can be used to define the notion of a path length, as the limit inferior of the lengths of chains converging to the path in some well-defined sense. The class of converging chains is broader than that of converging inscribed chains. Most of the fundamental results of the metric-based path length theory (additivity, lower semicontinuity, etc.) turn out to hold in the general dissimilarity-based path length theory. This shows that the triangle inequality and symmetry are not essential for these results, provided one goes beyond the traditional scheme of approximating paths by inscribed chains. We introduce the notion of a space with intermediate points which generalizes (and specializes to when the dissimilarity is a metric) the notion of a convex space in the sense of Menger. A space is with intermediate points if for any distinct there is a different point such that (where D is dissimilarity). In such spaces the metric G induced by D is intrinsic: coincides with the infimum of lengths of all arcs connecting to In Universal Fechnerian Scaling D stands for either of the two canonical psychometric increments and (ψ denoting discrimination probability). The choice between the two makes no difference for the notions of arc-connectedness, convergence of chains and paths, intermediate points, and other notions of the Dissimilarity Cumulation theory.     

元代疫灾述论

元代疫灾严重程度难以想象,为害甚重。据史实考察可以发现：元代疫灾虽是由自然界的破坏力及人与人之间社会关系失调共同作用而引发的,但作用主体是有变化的,且时段划分比较明显。疫灾的时间分布密集,空间分布也较为平衡。元政府在防疫方面也有许多积极举措。     

Measuring model flexibility with parameter space partitioning: an introduction and application example

A primary criterion on which models of cognition are evaluated is their ability to fit empirical data. To understand the reason why a model yields a good or poor fit, it is necessary to determine the data-fitting potential (i.e., flexibility) of the model. In the first part of this article, methods for comparing models and studying their flexibility are reviewed, with a focus on parameter space partitioning (PSP), a general-purpose method for analyzing and comparing all classes of cognitive models. PSP is then demonstrated in the second part of the article in which two connectionist models of speech perception (TRACE and ARTphone) are compared to learn how design differences affect model flexibility.     

盲童的空间概念及其组织

以63名盲童为被试, 对17对空间词作相似性的分类。结果表明：⑴盲童的空间词概念结构有两个维度：①状态/方位;②自身参照/他物参照。⑵盲童的空间认知围绕着4个主题：①身体周围的三维方位;②空间距离;③三维边界;④空间状态。⑶视觉的缺失决定着盲童的空间词组织的特点, 语言、文化和教育对盲童的空间概念及其组织也具有重要影响。     

Audiotactile multisensory interactions in human information processing

Abstract:  The last few years has seen a very rapid growth of interest in how signals from different sensory modalities are integrated in the brain to form the unified percepts that fill our daily lives. Research on multisensory interactions between vision, touch, and proprioception has revealed the existence of multisensory spatial representations that code the location of external events relative to our own bodies. In this review, we highlight recent converging evidence from both human and animal studies that has revealed that spatially-modulated multisensory interactions also occur between hearing and touch, especially in the space immediately surrounding the head. These spatial audiotactile interactions for stimuli presented close to the head can affect not only the spatial aspects of perception, but also various other non-spatial aspects of audiotactile information processing. Finally, we highlight some of the most important questions for future research in this area.     

Enhancing resilience: families and communities as agents for change

In this article, the Linking Human Systems (LINC) Community Resilience model, a theoretical framework for initiating and sustaining change in communities that have undergone rapid and untimely transition or loss, is presented. The model assumes that individuals, families, and communities are inherently competent and resilient, and that with appropriate support and encouragement, they can access individual and collective strengths that will allow them to transcend their loss. This competence can be nurtured by helping people regain a sense of connectedness with one another; with those who came before them; with their daily patterns, rituals, and stories that impart spiritual meaning; and with tangible resources within their community. Rather than imposing artificial support infrastructures, LINC interventions engage respected community members to act as natural agents for change. These "community links" provide a bridge between outside professionals, families, and communities, particularly in circumstances in which outside intervention may not be welcomed. The article illustrates how LINC interventions successfully have been used in communities around the world.     

Creativity and dialectical phenomena From dialectical edge to dialectical space1

The seeds of creativity have the potential to germinate and flourish within the rich, ambiguous and unsettling tapestry of the core dialectical tensions related to the central organizing dialectic, life and death, generated in the patient‐analyst relating. The author introduces the concept of the ‘dialectical edge’ and describes it as the pivotal point in the dialectical struggle within these core dialectical dilemmas. This is a fluid, emotionally evocative threshold, where there is maximum potential for change, as well as for homeostatic stagnation. Drawing on Winnicott, the author illustrates how the presence of an edge within these dialectical dilemmas has the potential to open up into a creative, reflective space. He suggests that this, however, will depend on the therapist's capacity to contain/hold at this edge the arousing and intense affects‐such as anxiety, dread, excitement and passion‐that are inevitably generated at these pivotal relational moments. This will determine whether the patient will move forwards into the light of a creative, reflective, dialectical space, or backwards into collapsed, non‐reflective darkness, where fluid oscillation is transformed into rigid ossification. The author uses a clinical example to illustrate these dialectical phenomena, with a special focus on two clinically relevant dialectics, i.e. ‘ritual versus spontaneity’ and ‘closeness versus separateness’.     

Public Space

“Public space” is the space where individuals see and are seen by others as they engage in public affairs. Hannah Arendt links this space with “public freedom.” The being of such freedom, she asserts, depends on its appearing. It consists of “deeds and words which are meant to appear, whose very existence hinges on appearance.” Such appearance, however, requires the public space. Reflecting on Arendt’s remarks, a number of questions arise: What does the dependence of freedom on public space tell us about the nature of freedom? How does public freedom relate to the freedom of a private individual? Does the latter also depend on its appearing? Which is generatively prior: freedom or public space, i.e., the actions that publicly manifest freedom or the space required for their appearance? How does public power shape this space? In this article, I approach these questions through a phenomenological study of public space.     

3～6岁儿童空间非标准测量认知加工线索研究

本研究选取北京市3所幼儿园108名3~6岁儿童为被试,采用个别测查法对儿童进行非标准空间测量时所依据的认知加工线索进行研究,结果表明:1、3~6岁儿童在一维空间测量中从两个端点和端点之间的连续空间提取信息进行量的判断,当从端点和端点之间的连续空间提取的线索不一致时,多数儿童不能对其进行整合;2、3~6岁儿童二维空间测量主要遵循一维规则,并且一维规则适用于各种图形;3、儿童根据空间量中显著特征进行量的判断,儿童对作为判断依据的显著特征的选择受各维度对比度影响。     

儿童早期空间非标准测量能力发展研究进展

测量是数学的主题之一。空间非标准测量能力的发展对儿童数学认知能力的发展有重要作用,对儿童思维抽象性、逻辑性、创造性的培养,问题解决能力的提高有重要影响。文章通过对近四十年来儿童空间非标准测量能力发展研究的成果进行概括分析,发现研究者主要对儿童空间非标准测量的认知加工线索,长度测量策略与工具的使用,空间非标准测量知识的获得顺序以及相关的测量教学顺序,空间非标准测量能力与守恒和推理能力的关系等问题进行了研究。并在此基础上提出了儿童空间非标准测量能力发展研究需进一步探讨的问题。