西汉孟喜改列卦序中的哲学思想

孟喜为西汉象数易的创建人,其易学后人称之为“卦气”。卦气乃结合“学”与“术”成一结构庞大的思想体系。就学而言,乃承受先秦伏、文、孔三圣的易学精神;就术而言,乃用于当时流行的占断灾异、吉凶及祸福。然而后世易学界受儒学重经思想的影响,多轻视象数,以“术家”视孟喜。作者兹特提出孟氏卦气中对于六十四卦卦序之排列。并详作象敷之解析,以见孟氏易学实具有学术思想之价值。     

布鲁默学习测验(BLT)中文测题册试用本的编制报告

布鲁默学习测验（ＢＬＴ）是一项以学习模式为研究内容的学习过程测验。作为ＢＬＴ中文版修订工作的首要阶段,课题组在研究ＢＬＴ理论原理,测验结构和内容和基础上,结合我国中小学教学实际,以简单常用的部首和汉字为主要测验材料编制出ＢＬＴ中文版测题册试用本,并作了试测和数据分析。结果表明,试用本具有较高的信度和效度,并保持了作为学习过程测验的特色,达到了研究目的。     

Effects of lesions of the central nucleus of the anterior archistriatum on contact call and warble song production in the budgerigar (Melopsittacus undulatus)

We studied the effects of both unilateral and bilateral lesions of the central nucleus of the anterior archistriatum (AAc) on the production of contact calls and warble song in adult male and female budgerigars. Birds were sorted into three experimental groups based on the percentage of AAc destroyed and whether lesions were unilateral or bilateral. The experimental groups were Unilateral Lesion (N = 8), Partial Bilateral Lesion (N = 5), and Bilateral Lesion birds (N = 12). Each group contained both sexes. Unilateral lesions had no demonstrable effects on contact call or warble song production. Bilateral lesions resulted in immediate and permanent disruption of all learned temporal and spectral characteristics of contact calls, although call initiation was not dependent on the AAc. Partial bilateral lesion effects varied with lesion size and location. At least 20-30% sparing of the AAc, including sparing portions of both the dorsal (AAcd) and ventral (AAcv) subdivisions on the same side of the brain, is necessary for production of prelesion contact call patterns. Warble song was absent in birds with complete bilateral destruction. Two birds with large yet incomplete lesions of the AAc sang after surgery, although the warble song of these birds was extremely impoverished and contained only a few of the typical warble song elements. Lesion results indicate that the AAc mediates the production of learned vocal features in male and female budgerigars, with each hemisphere capable of supporting a normal vocal repertoire.     

学习困难儿童的问题解决特点研究

本研究选取学习困难儿童和正常儿童各 3 2名 ,设置河内塔问题解决的情境 ,采用临床观察法 ,对学习困难儿童在问题解决中的特点作了初步的探究。研究发现 :1与正常儿童相比 ,学习困难儿童在发现和有效运用策略方面明显不足 ,但当学习困难儿童对问题情境比较熟悉后 ,有明显的进步 ;2一定的提示并不能帮助学习困难儿童最有效地应用策略。     

One Frog, Two Frog, Red Frog, Blue Frog: Factors Affecting Children's Syntactic Choices in Production and Comprehension

Two experiments are reported which examine children's ability to use referential context when making syntactic choices in language production and comprehension. In a recent on-line study of auditory comprehension, Trueswell, Sekerina, Hill, and Logrip (1999) examined children's and adults' abilities to resolve temporary syntactic ambiguities involving prepositional phrases (e.g., “Put the frog on the napkin into ¨”). Although adults and older children used the referential context to guide their initial analysis (pursuing a destination interpretation in a one-frog context and a modifier interpretation in a two-frog context), 4 to 5-year olds' initial and ultimate analysis was one of destination, regardless of context. The present studies examined whether these differences were attributable to the comprehension process itself or to other sources, such as possible differences in how children perceive the scene and referential situation. In both experiments, children were given a language generation task designed to elicit and test children's ability to refer to a member of a set through restrictive modification. This task was immediately followed by the “put” comprehension task. The findings showed that, in response to a question about a member of a set (e.g., “Which frog went to Mrs. Squid's house?”), 4- to 5-year-olds frequently produced a definite NP with a restrictive prepositional modifier (e.g., “The one on the napkin”). These same children, however, continued to misanalyze put instructions, showing a strong avoidance of restrictive modification during comprehension. Experiment 2 showed that an increase in the salience of the platforms that distinguished the two referents increased overall performance, but still showed the strong asymmetry between production and comprehension. Eye movements were also recorded in Experiment 2, revealing on-line parsing patterns similar to Trueswell et al.: an initial preference for a destination analysis and a failure to revise early referential commitments. These experiments indicate that child–adult differences in parsing preferences arise, in part, from developmental changes in the comprehension process itself and not from a general insensitivity to referential properties of the scene. The findings are consistent with a probabilistic model for uncovering the structure of the input during comprehension, in which more reliable linguistic and discourse-related cues are learned first, followed by a gradually developing ability to take into account other more uncertain (or more difficult to learn) cues to structure.     

The New Learning Environment and Adult Developmental Needs

The link between an adult's learning capabilities and an organization's learning and adaptation is highlighted in this study of workers in a new training program. Studies have found that worker productivity differences are rooted in psychological factors. The most successful firms have supportive workplace psychologies that foster perspective transformation, yield high productivity, high involvement, high job satisfaction, low cost, and high profits. This study suggests the importance of workers having a whole-organization perspective. The findings of this study are generalizable to other organizations making the transition from training to learning in which individuals learn to continuously grow, develop, and problem solve to the benefit of all.     

Effects of Self-Monitoring on the On-Task Behavior and Written Language Performance of Elementary Students with Learning Disabilities

The present study was conducted to determine the effects of self-monitoring and a changing criterion with public posting phase on student on-task behavior and written language performance. Four elementary school boys participated and were enrolled in an urban-based, elementary-level resource room for students with learning disabilities. Self-monitoring procedures for on-task behavior included the students listening to a tone recorded at 60-s intervals and responding to the question, “Am I on-task?” Written language performance involved the students writing for a 10-min. session and counting and graphing the number of words written. During baseline conditions, student on-task behavior and written language performance were collected. During the self-monitoring conditions, the students monitored their on-task behavior and written language performance simultaneously. In the changing criterion with public posting condition, the students received their goal for the day's session prior to writing, wrote, and recorded whether they met their goal. While the results show a functional relationship between self-monitoring and on-task behavior, the data for the relationship between self-monitoring and written language performance were less compelling. A greater increase occurred when the changing criterion with public posting condition was introduced. Results suggest that self-monitoring changed on-task behavior; however, further research needs to be conducted to determine the conditions that would produce comparable effects for written language performance. Several implications for students and teachers and parent training were discussed.     

乳头体对海马齿状回习得性长时程突触增强的影响

用高频电脉冲刺激大鼠乳头体（ＭＢ）,可一过性抑制由刺激穿通纤维（ＰＰ）诱发的海马齿状回（ＤＧ）群体锋电位（ＰＳ）。训练作业前先刺激ＭＢ,导致ＤＧ的习得性长时程突触增强（ＬＤＬＴＰ）的形成显著延缓,相应地延缓了条件性饮水反应的建立。电刺激ＭＢ对ＰＰ─ＤＧＰＳ的这种抑制作用在训练所产生的ＰＳ增大达最高水平时显著减弱,刺激ＭＢ对ＬＤＬＴＰ的保持及相应地对条件反应的巩固没有明显影响。结果表明ＭＢ对ＤＧＬＤＬＴＰ的形成有抑制性调制作用。     

短时动作记忆的容量和精确度与动作学习的关系

该研究采用实验室实验法,被试自我报告分析及调查访问法,以三个年龄（１０岁、１４岁、１８岁）组学生及专项运动员为实验对象,揭示短时动作记忆的容量和精确度及其与动作学习指数的关系。结果表明：（１）被试的短时动作记忆容量为“５±２”,短时动作记忆的容量与动作学习的练习次数相联系;短时动作记忆的精确度与第一次动作练习的准确度相联系。（２）短时动作记忆的容量有随年龄增长而递增的趋势。（３）运动员与非运动员被试对于同类动作学习的练习次数存在显著性差异。     

Cooperative learning revisited

The endeavor to teach academic skills known as cooperative learningis of interest to behavioral educators due to its record of effectiveness, its use of behavioral procedures, and its relatively widespread adoption by regular educators. All forms of cooperative learning emphasize operations that encourage students to work together to achieve commonly held goals rather than competing with or ignoring the efforts of others. Despite the apparent soundness of the approach, the present commentary raises several issues. First, it states that some cooperative learning proponents fail to describe the behavioral processes underlying the approach. Second, it is pointed out that it is unclear whether cooperative learning is an independent or dependent variable. Given that cooperative learning applies group contingencies to academic behavior, the question is raised as to whether group contingencies do, in fact, produce desirable social interactions, and whether group contingencies are appropriate for academic behaviors. A concern is also raised as to whether the spontaneous peer tutoring generated by cooperative learning compares favorably with planned peer tutoring. Finally, it is claimed that the minor variations from academic group contingencies that cooperative learning proponents have introduced do not require identifying a new process.