反馈延迟对信息整合类别学习的影响：视觉项目精准性的调节作用

研究旨在探究更精确的视觉项目表征能否消除延迟反馈对信息整合学习的损害。实验采用2（视觉项目表征精确性：精确/非精确）×2（反馈延迟：即时反馈/延迟反馈）组间设计,结果发现无论有无延迟反馈,精确的项目表征条件下类别学习成绩都显著高于非精确条件,精确性与反馈延迟存在交互作用。采用状态痕迹分析进一步证明精确性显著影响信息整合类别学习的稳定性。在反馈延迟条件下,精确的视觉项目表征能提高信息整合类别学习的成绩。     

The impact of education on intergenerational occupational mobility in Spain

Intergenerational occupational mobility is a topic that has attracted considerable interest in the sociological and economic literature for developed countries. In particular, one of the central issues in political debate is the role of education on the intergenerational social mobility. The modern capitalist economies are characterised by continual technological changes which lead to the need of a highly skilled workforce. In this potentially meritocratic society, the equality of opportunities, the efficient allocation of talent and the education can be instruments that encourage the social mobility and decrease the effect of the parents' economic status on the career of their children. This paper takes into account these facts and sheds empirical evidence for Spain about the relationships between social origin, educational attainment and occupational destination. The methodology applied consists of the specification and estimation of discrete choice models, and the empirical analysis is based on data provided by the Living Condition Survey (LCS) conducted for the Spanish National Statistics Institute (INE).     

文本阅读中空间距离的心理表征

采用学习探测模式和回指解决相结合的研究范式,探讨情境模型中空间距离的心理表征问题。实验1分离几何距离和类别距离,探讨类别距离对回指解决的影响。结果表明,在控制几何距离的条件下,读者采用由房间数目体现的类别距离信息建构情境模型;实验2进一步探讨几何距离的作用,结果发现,类别距离信息相同的条件下,读者在情境模型中表征几何距离信息。研究表明,类别距离和几何距离分别对空间情境模型的回指解决产生独立影响     

THE CONSEQUENCES OF METAPHYSICS: OR,CAN CHARLES PEIRCE'S CONTINUITY THEORY MODEL STUART KAUFFMAN'S BIOLOGY?

At the heart of the most radical proposals in Stuart Kauffman's Investigations is his attempt to show that we find in evolutionary biology some configuration spaces—the sets of possible developments for any given system—that (unlike those in traditional physics of Newtonian, relativistic, and quantum stripes) cannot be completely described in advance. We bring Charles Peirce's work on the philosophy of continuity to bear on the problem and discover, first, that Kauffman's arguments do not succeed; second, that Peirce's metaphysics provide new and sounder arguments for the same propositions; third, that Peirce's rigorous but nonstandard treatment of mathematical continuity shows great promise for modeling the unpredictability and growth we find in evolutionary biology; fourth, that it also strengthens a development only hinted at by biologists thus far—the inevitable involvement of the observer's mind in constituting the objects of science. We close with a logical argument for the surprising relevance of metaphysical hypotheses in the natural sciences and with suggestions for future work that will connect these questions to what Kauffman terms the “narrative stance” in biology.     

论医学哲学范畴

医学哲学范畴是医学哲学理论体系中最基本和最深刻的概念,是人们把握生命和健康问题的认识纲领,是对医学问题进行逻辑归类的思维形式。医学哲学范畴是哲学与医学之间多重学术关系的统一,是抽象性与具体性、普遍性与特殊性、稳定性与变易性的结合,体现了学术价值、实践价值和文化价值的等多重价值。医学哲学范畴研究以创新研究为灵魂,以基础研究为根本,以应用研究为标的。     

归类不确定时人们的推理方式研究

该研究采用集中呈现样例的研究范式,探讨了归类不确定情况下,人们的推理方式。实验1控制特征联结频次,考察人们的推理方式是否是基于类别的推理。实验2控制类别中特征的基本概率,考察人们推理方式是否是基于特征联结的推理。实验结果表明,特征推理前不预先归类直接推理时,人们的推理根据目标特征与预测特征联结的频次进行,是基于特征联结的推理;特征推理前预先要求被试归类时,人们的特征推理是基于类别的推理。     

特征概率影响多维和少维类别的分类学习和特征学习

探讨了特征概率对多维和少维类别的分类学习和特征学习的效果及策略的影响。结果表明高特征概率条件下,多维比少维类别的分类学习更容易,而且学到更多的特征知识,多维条件下人们更倾向于整体性加工策略,而少维条件下人们倾向于分析性加工策略。低特征概率条件下,多维比少维类别的分类学习和特征学习都困难,且两种条件下人们都倾向于采取分析性加工策略。     

两种学习模式下类别学习的结果：原型和样例

利用“学习－迁移”的任务范式和单一特征类别判断技术,探讨了分类和推理两种类别学习模式的结果,比较了两种学习模式的效果和策略。研究表明：两种学习模式产生了不同的结果,分类学习的结果是样例,推理学习的结果是原型;在学习效果方面,分类学习比推理学习在达标比例上更高,但在进度上差异不显著;在策略运用方面,分类学习比推理学习更快地使用单维度策略,而在高水平策略的运用上,两者差异不显著     

刺激材料的整体性知觉对类别建构的影响

采用标准－匹配的实验程序,操纵刺激材料的空间整合性和知觉的整体性水平,探讨逐个呈现刺激材料时影响被试类别建构策略的根本原因。报告了3个实验,结果证明：逐个呈现并不一定会导致被试倾向于家族相似性归类;刺激材料的空间整合性不一定会影响被试的类别建构策略,空间整合和空间分离都可能出现家族相似性和单维归类倾向;刺激材料的整体性知觉水平对类别建构影响明显：知觉为分离则倾向于家族相似性分类;知觉为整体则倾向于单维分类。被试在实验可能采用分析性策略,然而材料的整体性知觉影响了分析的侧重点,从而对类别建构产生了非常重要的影响     

Paired associate learning in Chinese children with dyslexia

A total of 82 Chinese 11- and 12-year-olds with and without dyslexia were tested on four paired associate learning (PAL) tasks, phonological awareness, morphological awareness, rapid naming, and verbal short-term memory in three different experiments. Experiment 1 demonstrated that children with dyslexia were significantly poorer in visual-verbal PAL than nondyslexic children but that these groups did not differ in visual-visual PAL performance. In Experiment 2, children with dyslexia had more difficulties in transferring rules to new stimuli in a rule-based visual-verbal PAL task as compared with children without dyslexia. Long-term retention of PAL was not impaired in dyslexic children across either experiment. In Experiment 3, rates of visual-verbal PAL deficits among children with dyslexia were all at or above 39%, the highest among all cognitive deficits tested. Moreover, rule-based visual-verbal PAL, in addition to morphological awareness and rapid naming ability, uniquely distinguished children with and without dyslexia even with other metalinguistic skills statistically controlled. Results underscore the importance of visual-verbal PAL for understanding reading impairment in Chinese children.