编码后奖赏影响基于议程的学习：奖赏预期和结果的作用

基于ABR模型考察奖赏预期和奖赏结果对不同难度词对记忆与元记忆的影响。结果发现：(1)限时学习条件下,奖赏结果促进不同难度词对记忆成绩和学习判断,奖赏预期仅提高简单词对的记忆成绩。(2)自定步调学习条件下,定时学习判断时奖赏结果仅影响学习判断;奖赏预期促进高难度词对的学习时间分配,从而提高记忆成绩和学习判断。(3)在自定步调学习时,奖赏预期超越难度成为影响学习时间分配的因素。以上结果表明,个体会综合奖赏预期、奖赏结果和难度构建学习议程,足够大的奖赏预期会超越难度成为议程构建的主导因素。但奖赏预期和奖赏结果对记忆成绩、学习时间分配和学习判断的影响受学习条件调节。     

Does code-switching influence novel word learning?

Code-switching occurs regularly in the input to bilingual children. Yet, the effect of code-switched input on language development is unclear. To test whether word learning would be affected by code-switching, Spanish–English bilingual children (N = 45, 19 boys, Mean_Age = 5.05 years; ethnicity: 37 Hispanic/Latino, six Non-Hispanic/Latino, two unreported) were taught English-like novel words in two conditions. In the English-only condition, definitions for novel words were provided entirely in English. In the code-switch condition, definitions for novel words were provided in English and Spanish, incorporating code-switches. Children required fewer exposures to retain novel words in the code-switch than the English-only condition and this effect was not moderated by children's language ability or exposure to code-switching, suggesting that code-switched input does not pose word-learning risks to bilingual children, including children with lower levels of language ability.     

An ecological pedagogy of embeddedness: Theological education for human flourishing

This paper sets forth a proposal for an ecological pedagogy of embeddedness informed by place-based, challenge-based, and competency-based methodologies. While some theological institutions have begun implementing principles from competency-based models, theological educators have not adequately explored the resources within place-based and challenge-based systems. This paper will contribute to the literature on theological education in three distinct ways: first, this proposal will perform the oft-overlooked task of bringing these three pedagogical models into conversation with one another; second, this proposal will aim the outcomes and effects of the three pedagogical models toward the flourishing of the communities in which institutions are embedded; and third, this proposal will break new ground in its application of these three pedagogical systems to the context of a theological seminary.     

跨期选择的变易程度正向预测中华文化圈国民的自评扛疫成效：亚非欧美大洋洲18国跨国研究

跨期选择是对不同时间点的得失的权衡与选择。伊索寓言《蚂蚁和蚱蜢》假借群居型昆虫的跨期选择偏爱暗喻投资未来的慢策略比只顾眼前的快策略更利于生存。用跨期选择领域通用的语言解读这一寓言便是：选择大而迟选项的蚂蚁比选择小而早选项的蚱蜢更可能扛过严冬而生存下来。为了探索何种跨期选择策略更有助于我们扛过疫情,本研究调查了亚非欧美大洋洲这5大洲18个国家共计26355名受测者对混合得失双结果的跨期选择偏爱,测量了人们平时和疫时跨期选择偏爱的变易程度(2类变易的程度指标),以及人们自评的扛疫成效。跨文化比较结果的主要发现是：不同通货的选择变易程度(指标1)和不同时期的选择变易程度(指标2)能联合预测中国/新加坡文化圈国民的自评扛疫成效;不同时期的选择变易程度(指标2)也可以单独预测印度/马来西亚/菲律宾/尼日利亚文化圈国民的自评扛疫成效;这2类选择偏爱变易的程度指标不能预测其他文化圈国民的自评扛疫成效(或者预测方向和假设相反)。基于易经“穷则变,变则通”的要旨和跨国比较的发现,我们认为：面临历史危机时善于变通的特长抑或成就了中华民族特有的竞争优势;在应对危机时,与中国文化距离越相近的国家或民族抑或也能...     

BIOLOGY AND THE SOCIAL SCIENCES

Abstract. The sciences may be conceptualized as a hierarchy ranked by level of organization (e.g., many-body physics ranks above particle physics). Each science serves as an antidiscipline for the science above it; that is, between each pair, tense but creative interplay is inevitable. Biology has advanced through such tension between its subdisciplines and now can serve as an antidiscipline for the social sciences—for anthropology, for example, by examining the connection between cultural and biological evolution; for psychology, by addressing the nature of learning and the structure of the unconscious; for economics, by examining economically irrational behavior and by comparing economic activity in humans and other species. Sociology, concerned mainly with advanced literate societies, is relatively remote from the genetic basis of human social behavior. However, moving between biological and social levels of organization generates richness and points to new and unexpected principles.     

Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities

An alternating treatments design was used to compare the effects of Active Student Response (ASR) error correction and No Response (NR) error correction during instruction of the capitals of states and countries. Three students with learning disabilities were provided one-to-one daily instruction on four sets of 14 unknown capitals (7 ASR capitals and 7 NR capitals). Student errors during instruction on ASR capitals were immediately followed by the teacher stating the capital and the student repeating it (an active student response). Errors on NR capitals were immediately followed by the teacher stating the capital while the student visually attended to a geography card with the correct capital handwritten on it (an on-task response). During instruction each of the three students correctly stated more capitals taught with ASR instruction than he or she stated with NR error correction. Results of same-day and next-day tests show that all three students learned more capitals with ASR error correction than with NR error correction The students also correctly stated more ASR error correction capitals on 1-week maintenance tests.     

婴儿共同注意能力的发展

本研究采用严格的实验室测验法,从年龄趋势、学习能力、性别差异三方面考察了8～11个月婴儿共同注意能力的发展。结果表明：1）婴儿的共同注意力在8～11个月间逐步提高,9个月左右出现显著的发展性变化,但1岁以前,该能力的发展水平都较低;2）就共同注意而言,婴儿具有从练习经验中学习的可能性,且学习能力存在年龄差异,8个月的婴儿基本不能从练习中受益,而8个月以上的其他三组婴儿在练习后共同注意水平都有不同程度的提高;3）总体而言,女婴共同注意能力的发展水平显著地高于男婴。     

人性观对心理学理论与研究的影响

心理学的基本理论,尤其是人格理论,通常都蕴含着对人性的假设。人性观的差异常常导致其理论建构的差异。而且人性观影响心理学研究的方式、方法,影响对心理成因的认识、对心理疾病的理解、及对异常矫正策略的选择。     

8─11个月婴儿迂回行为发展特点与学习能力的研究

采用程序标准化的婴儿迂回行为测验,探讨了２４４名８－１１个月婴儿的迂回行为发展特点及学习能力。结果表明：（１）８－１１个月婴儿的迂回行为水平表现出随婴儿月龄的增长而提高的趋势。（２）８－１１个月的婴儿具有从反复尝试中学会迂回行为的可能性,其中９、１０个月的婴儿的学习可能性较大,而８个月婴儿的学习可能性较小。（３）８－１１个月婴儿的学习速度随月龄增大而提高。