WHITHER INTERNALISM? HOW INTERNALISTS SHOULD RESPOND TO THE EXTENDED MIND HYPOTHESIS

Abstract: A new position in the philosophy of mind has recently appeared: the extended mind hypothesis (EMH). Some of its proponents think the EMH, which says that a subject's mental states can extend into the local environment, shows that internalism is false. I argue that this is wrong. The EMH does not refute internalism; in fact, it necessarily does not do so. The popular assumption that the EMH spells trouble for internalists is premised on a bad characterization of the internalist thesis—albeit one that most internalists have adhered to. I show that internalism is entirely compatible with the EMH. This view should prompt us to reconsider the characterization of internalism, and in conclusion I make some brief remarks about how that project might proceed.     

父母对儿童青少年媒介使用的积极干预

积极干预是指父母在孩子使用媒介前后或者使用过程中, 通过解释和讨论等互动形式对媒介内容、使用方式等提供指导。随着电子媒介在家庭中的普及, 父母如何正确引导儿童青少年的媒介使用行为受到了研究者的关注。父母对媒介使用进行积极干预对儿童青少年认知发展、社会性发展等诸多方面产生了积极作用, 例如提高儿童对媒介内容的批判能力, 有效减少暴力内容可能产生的消极影响等。影响积极干预行为的因素可归纳为两大类：家庭因素和儿童个体因素。未来研究可从完善测量方法, 探究父母干预行为与儿童青少年媒介使用之间相互影响的机制, 建构影响因素模型, 提高积极干预的有效性等角度进行深入探索。     

"沙盘游戏"的理论分析及其在幼儿教育中的应用研究

受荣格积极想象技术及其理论的启发 ,吸收了威尔斯 (H .G .Wells)、玛格丽特·洛温菲尔德 (MargaretLowenfeld)等人有关儿童游戏理论与操作之精要 ,多拉·卡尔夫 (DoraKallf)在 2 0世纪 6 0年代初创设了“沙盘游戏”理论。沙盘游戏作为一种有效而独特的挖掘人类潜意识的技术 ,在国外的发展非常成熟 ,应用十分广泛 ;而国内缺乏对该理论的引介与探讨 ,我们结合正在广州育才幼儿园所做的个案研究 ,概要介绍沙盘游戏的理论与操作 ,进而探索“沙盘游戏”在幼儿园教育实践中的具体应用。     

Authority-based Argumentative Strategies: A Model for their Evaluation

In this paper, I try to develop an informal model for the analysis and evaluation of argumentative strategies based on active authorities. The explanations necessary to understand the idea of the model and what is modelled are given through the development of the paper. I first give an example of argumentative activities. After that, the main assumption of the model is given. In the third part, the relevant aspects of the argumentative activity are analysed, while the principles of the evaluation are explained in the fourth part. The informal model is presented in the fifth part. In the final remarks, the suggestions for further work are given, as well as a comparison with some related recent works in argumentation theory.     

What Eye Movements Tell About Identifying Compound Words in Reading and Top-Down Effects in Reading Long Texts

InthisarticleIsummarizetwolinesofeyemovementresearchthatwehaveconductedoverthepastseveralyearsinFinland.Onelineofre鄄searchdealswithhowcompetentadultreadersi鄄dentifycompoundwordsduringreading.Theotherlineofresearchdealswithhowaspecificreadinggoal(wecallitthereadingperspective)influencesthewayalongexpositorytextisreadandwhatisrememberedofthetext*.Inbothlinesofresearchwehaveappliedtheeyemovementtechniquebyregisteringreaders'eyemovementswhentheyreadsilentlysinglesentencesorlongertextsforcom鄄pr…     

视知觉组织在整体知觉中的作用--脑损伤病人的实验研究

本实验研究大脑损伤如何影响复合图形的整体知觉。三例病人脑损伤部位分别在大脑枕区、顶区、颞区、额区及基底节和豆状核。复合图形被呈现给病人和正常对照被试。强迫选择识别等任务表明,当空间相邻性决定局部图形的知觉组织时,病人识别整体性质的正确率高于(ZD和FL)或略底于(GK)识别局部性质的正确率;当形状相似性决定局部图形的知觉组织时,病人识别整体性质的正确率显著降低,而识别局部性质的正确率受到的影响较小。在同样的任务中正常被试识别整体和局部性质的正确率受知觉组织因素的影响很小。这些结果提示大脑损伤对整体知觉的破坏可能主要通过影响基于形状相似性的知觉组织实现。     

Effects of Guided Notes on University Students' Responding and Recall of Information

The present study assessed the effects of guided notes on student responding and accuracy of recall of lecture material in an undergraduate psychology class using multi-element design. Guided notes were administered for approximately half of the class sessions on a random schedule. Data were collected on the frequency of student responses and daily quizzes were administered to assess accuracy of recall of information presented in the lecture. Results indicated higher mean quiz scores and response frequencies during the guided notes condition. Social validity questionnaires administered to participants revealed satisfaction with results and procedures.     

选择、自我表达与选择扩散效应

自我表达会影响西方人的态度, 产生选择扩散效应。国外相关的跨文化研究发现东方人不存在该效应。通过4个实验研究中国文化下自我表达对选择态度的影响, 发现选择方式(主动、被动)和自我表达形式(直接、间接)对选择态度产生影响。无论是自己的主动选择还是强加的被动选择, 直接的自我表达会增加对所获对象的喜爱程度, 表现为对获得性的肯定。研究者认为, 两种选择方式下不同的心理加工过程导致了这种获得性：直接表达使个人态度暴露在外, 进行主动选择时要对他人的给予做出肯定回应; 而进行被动选择时, 人们要减缓因利益受损可能导致的失调, 同时中国文化下的面子策略也使人们增加对所获对象的喜爱程度。不过, 间接的自我表达对选择态度的影响不明显。研究者认为, 多个影响因素的相互消长使选择态度得以维持。     

Effects of active student response during error correction on the acquisition, maintenance, and generalization of science vocabulary by elementary students: A systematic replication

We compared active student response (ASR) error correction and no-response (NR) error correction while teaching science terms to 5 elementary students. When a student erred on ASR terms, the teacher modeled the definition and the student repeated it. When a student erred on NR terms, the teacher modeled the definition while the student looked at the vocabulary card. ASR error correction was superior on each of the study's seven dependent variables.     

Discrimination of multidimensional geometrical figures by chickens: categorization and pattern-learning

Japanese bantam hens were trained to discriminate between geometrical figures varying along four integral dimensions. Only one dimension predicted food: selections of sharp-cornered figures were reinforced, while selections of rounded figures were not. In experiment 1, hens were subsequently trained to discriminate between nine figure pairs in a simultaneous discrimination task. Because single pairs contained multiple redundant cues, whereas the relevant dimension was obvious only across stimulus pairs, the results revealed effects of both generalization and reversal learning. Accordingly, learning speed was enhanced for later discriminations. Experiment 2 tested the hens’ transfer performance to unknown pairs, following experience of 9 or 18 figure pairs. Four of seven hens showed reliable transfer after experience with 9 figures, but only three showed transfer after experience with 18 figures, indicating lower transfer with higher number of stimulus pairs learned. In experiment 3, hens were trained to discriminate 27 figure pairs. Discrimination ratios further decreased and the groups of pairs differed significantly in their ratios of discrimination. Individual hens’ pecking behaviour was analysed in relation to each dimension of single figures and in relation to relative differences in the levels of dimensions between paired figures. Hens were shown to be oriented towards irrelevant information and more towards relational and configurational than elemental and dimensional aspects. The results are discussed in the biological context of individual recognition in chickens’ dominance hierarchies, in which we suppose that chickens identify individual flock mates by representation of their visual pattern rather than by single characteristics. Received: 18 September 1998 / Accepted after revision: 23 December 1998