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931.
A fundamental assumption regarding spoken language is that the relationship between sound and meaning is essentially arbitrary. The present investigation questioned this arbitrariness assumption by examining the influence of potential non-arbitrary mappings between sound and meaning on word learning in adults. Native English-speaking monolinguals learned meanings for Japanese words in a vocabulary-learning task. Spoken Japanese words were paired with English meanings that: (1) matched the actual meaning of the Japanese word (e.g., “hayai” paired with fast); (2) were antonyms for the actual meaning (e.g., “hayai” paired with slow); or (3) were randomly selected from the set of antonyms (e.g., “hayai” paired with blunt). The results showed that participants learned the actual English equivalents and antonyms for Japanese words more accurately and responded faster than when learning randomly paired meanings. These findings suggest that natural languages contain non-arbitrary links between sound structure and meaning and further, that learners are sensitive to these non-arbitrary relationships within spoken language. 相似文献
932.
Gaissmaier and Schooler (2008) [Gaissmaier, W., & Schooler, L. J. (2008). The smart potential behind probability matching. Cognition, 109, 416-422] argue that probability matching, which has traditionally been viewed as a decision making error, may instead reflect an adaptive response to environments in which outcomes potentially follow predictable patterns. In choices involving monetary stakes, we find that probability matching persists even when it is not possible to identify or exploit outcome patterns and that many “probability matchers” rate an alternative strategy (maximizing) as superior when it is described to them. Probability matching appears to reflect a mistaken intuition that can be, but often is not, overridden by deliberate consideration of alternative choice strategies. 相似文献
933.
Katherine Nelson 《New Ideas in Psychology》2009,27(2):275-287
Wittgenstein's positions on word learning, rules of use, and the impossibility of a private language, as expounded in his Philosophical Investigations, are examined in relation to issues of early child word learning. Current theoretical positions in the cognitivist mode are contrasted with the social cultural pragmatic approach, and each is compared to the principles that Wittgenstein advanced. Bloom's [(2000). How children learn the meanings of words. Cambridge, MA: MIT Press] version of the cognitivist theory rejects most of the principles that Wittgenstein advanced, relying on innate cognitive endowments to explain children's success in word learning, using the word-referent mapping paradigm. Nelson's “use without meaning” and Tomasello's [(2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press] social-pragmatic model of learning from use are presented as representative of Wittgensteinian principles that meaning exists in and is inferred from the uses of words within communal activities (“language games” in “forms of life”). 相似文献
934.
935.
学习不良儿童社会性发展特点的研究 总被引:24,自引:1,他引:24
对211名10—15岁学习不良儿童社会性发展特点的研究表明,学习不良儿童在本研究确定的社会交往、自我概念和行为问题诸维度上具有独特的年龄和性别特点。学习不良女孩的社会性发展水平略高于学习不良男孩;随年龄递增.学习不良儿童的社会性发展水平不断得到提高,但其在不同年龄阶段的特点则有所不同。同时.学习不良儿童社会性发展诸方面存在着交互作用。 相似文献
936.
The concept of lifelong education received wide criticism and rejection in many educational circles in the 1970s. Recent developments in educational research and the increasing influence of postmodernist thought, the paper argues, are major factors in the return to favour of lifelong education. While a postmodern society is one characterised more by conflict than by consensus, the paper suggests that consensus on the importance of lifelong education might be one precondition for such a society. 相似文献
937.
Effective instructional strategies are needed for career practitioner training. Experiential learning theory (ELT; A. Y. Kolb & Kolb, 2009) provides an instructional foundation from which awareness of the various components of career development can be enhanced. Support for ELT as an effective method of instruction exists in various fields (Hoover, Giambatista, Sorenson, & Bommer, 2010; Ti et al., 2009). ELT integrates 6 shared propositions derived from John Dewey, Jean Piaget, William James, Carl Jung, and Carl Rogers (A. Y. Kolb & Kolb, 2009). This article outlines components of ELT and their application in training career service practitioners. 相似文献
938.
通过对医疗人工智能发展应关注的医学人文相关伦理问题进行总结,探索并思考医疗人工智能长远发展应关注的伦理要求,包括对医师专业精神的要求、精准服务患者的个性需求、医疗人工智能服务公平可及以及医患之间的情感互动等问题,并对以类人智能为终极目标的人工智能技术在医疗应用提出深层的哲学问题,即如何对医学人工智能技术在医学人文伦理方面进行测试。进而提出医疗人工智能的"图灵测试"之问,以期在交叉领域及时就医疗人工智能发展的伦理框架进行深度哲学探讨,从而产生有针对性的可执行的测试方法和标准,促进医疗人工智能的健康长远发展。 相似文献
939.
940.