Systematic theology at the crossroads: Explication of a symbolic universe or contextualization of a redemptive message?

The article compares Ted Peters' and Klaus Nürnberger's approaches in their recently published systematic theologies. Peters retains the traditional symbolic universe, explicating it for “a new era”; Nürnberger treats the evolving tradition as a series of contextualizations that must be replaced with new contextualizations as situations change. The difference and its consequences are demonstrated in the cases of the concept of God, eschatology, and the content of the gospel. At stake is the validity of the tradition on the one hand and the plausibility of the Christian faith in a modern context on the other.     

初中生函数概念发展的研究

本研究通过测验法对北京市六所中学的802名初一至初三的学生进行调查,考察了初中学生函数概念的发展水平。结果表明,初中生函数概念的发展存在着较为特殊的年龄特征;学生所接受的学校教育内容显著地影响其函数概念的发展水平。但是,初中学生进行正与反、肯定与否定之间相互转化的辩证思维能力还较差;还有很大一部分(将近一半)的学生不能用运动、变化的观点来看待问题;初二是学生函数概念发展的一个转折点。从初二以后,学生无论是进行文字信息、还是图形信息加工的能力都有明显的增强,但将文字信息与图形信息进行转换的能力水平还很低;考察同类问题间的联系时,学生还不能脱离开问题的实际内容,概括化地理解抽象的数量关系。     

Inflection and computational load in agrammatic speech

In this study we investigate the production of verb inflection in agrammatic aphasia. In a number of recent studies it has been argued that tense inflection is harder to produce for agrammatic individuals than agreement inflection. However, results are still inconclusive, at least for Dutch and German. Here, we report three experiments in which this matter is further investigated. Our first goal was to determine whether tense was indeed more difficult to produce than agreement. Also, we investigated whether error rates were influenced by computational load. The results for nine Dutch-speaking agrammatic participants generally indicated that tense was indeed harder to produce than agreement, but that for both types of inflection, the number of errors increased with computational load. Taking care of word order and inflection induced more errors than taking care of just inflection. These findings are discussed in relation to current processing and representational models of agrammatic production.     

‘The trouble with Year 10’. 13 – 16 year old school students’ attitudes to higher education

This study looked at the impact of Widening Participation interventions on the attitudes of young people towards higher education. A total of 2731 adolescents aged 13–16 years completed a self-report measure of their attitudes to higher education, general and academic self concept and identification with school, family and peers. This was matched with data on the students’ academic attainment and social backgrounds. As expected, attainment scores were significantly positively correlated with take up of Widening Participation activities aimed at increasing participation in higher education, attitudes towards going to university and academic motivation. However, attainment was negatively correlated with perceptions of family attending university and identification with family. Regression analyses found that perceptions of family views about attending university were not a predictor of taking part in Widening Participation activities but were a predictor of attitudes towards higher education. Students in Year 10 aged 14–15 were significantly more negative on most factors than either older or younger students.     

中-英双语者英语命名图片的一致性

选用中-英双语者对Snodgrass和Vanderwart的标准图片库中的224张图片进行了英语(第二语言)命名一致性研究,最后得到了131张图片的英语命名一致性百分数、概念一致性百分数及H值.建立了这些图片的英语命名一致性常模.本研究还考察了图片命名一致性与图片命名反应时和错误率的关系,结果发现,H值、命名一致性百分数及概念一致性百分数与图片命名反应时、错误率之间均呈现显著的相关,其中命名一致性百分数和概念一致性在预测图片命名反应时和错误率时起重要作用.     

城乡父母养育方式与大学生自我概念的关系研究

通过调查689名大学生的父母养育方式和自我概念,考察不同地域父母养育方式与大学生自我概念的关系。结果表明：城市女生比农村女生感受到父母更多的温暖理解和过度保护、更少的偏爱,而城乡男大学生在父母养育方式上没有差异;城市大学生在自我概念各维度上得分均高于农村大学生,而这种差异在女大学生中尤其明显。父母温暖理解对子女的自我概念有正向影响,而拒绝否认和过度保护对子女自我概念有负向影响;城市大学生的自我概念发展主要受父亲养育方式影响,而农村大学生的自我概念发展同时受父亲和母亲养育方式的影响。     

The Use of Verb Information in Parsing: Different Statistical Analyses Lead to Contradictory Conclusions

The research investigated how comprehenders use verb information during syntactic parsing. Two reading experiments investigated the relationship between verb-specific variables and reading time. These experiments were close replications of prior work; however, two statistical techniques were used, rather than one. These were item-by-item correlations and participant-by-participant regression. In Experiment 1, reading time was measured using a self-paced moving window. In Experiment 2, eye movements were recorded during reading. The results of both experiments showed that the results of two types of statistical analyses support contradictory conclusions. The analyses involving participant-by-participant regression analyses provided no evidence for the early use of verb information in parsing and support syntax-first approaches to parsing. In contrast, the results of item-by-item correlation were consistent with the prior research, supporting the view that verb information can guide initial parsing decisions. Implications for theories of parsing are discussed. This research was financially supported by Grants HD-07327 and HD-18708 awarded to the University of Massachusetts at Amherst and supported by a grant awarded to the author by the National Science Foundation (BCS 0446998).     

日本拒绝上学概念的演变和原因探讨

拒绝上学指学生不是由于家庭贫困或生病,而是由于某种心理、情绪、身体或社会的原因而不去学校的现象。欧美最早进行研究,日本进行了五十多年的研究。该文介绍日本此现象的称呼从“学校恐怖症”、“拒绝上学”到“不去上学”的演变;日本学者从家庭、学校、社会方面对此现象进行的归因;拒绝上学的行为机制,如分离焦虑、情绪障碍、家庭关系不良;还介绍了日本教育部使用的小泉英二的分类。最后提示该现象在我国发展的可能性