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981.
James Lenman 《Ethical Theory and Moral Practice》2003,6(3):265-274
It has recently been argued by Cian Dorr that if noncognitivism is true, inferences to factual conclusions from premises at least one of which is moral must be condemned as irrational. For, given a noncognitivist understanding of what it is to accept such premises, such reasoning would be wishful thinking: irrationally revising our views about the world to make them cohere with our desires and feelings. This he takes to be a reductio of noncognitivism. I argue that no compelling case to this effect has been made out. I show how, in many cases, non-cognitivists can make excellent sense of the rational legitimacy of such arguments. In cases where they plausibly cannot do so, moreover, this legitimacy is highly doubtful for independently plausible reasons and should be doubted even by cognitivists. 相似文献
982.
P. Sven Arvidson 《Phenomenology and the Cognitive Sciences》2003,2(2):99-132
This article tries to create a bridge of understanding between cognitive scientists and phenomenologists who work on attention. In light of a phenomenology of attention and current psychological and neuropsychological literature on attention, I translate and interpret into phenomenological terms 20 key cognitive science concepts as examined in the laboratory and used in leading journals. As a preface to the lexicon, I outline a phenomenology of attention, especially as a dynamic three-part structure, which I have freely amended from the work of phenomenologist and Gestalt philosopher Aron Gurwitsch (1901–1973). As a conclusion, I discuss the nature of subjectivity in attention and attention research, and whether attention might be the same as consciousness. 相似文献
983.
984.
The impact of educational television on young children's reading in the context of family stress 总被引:1,自引:0,他引:1
Elizabeth A. Vandewater David S. Bickham 《Journal of applied developmental psychology》2004,25(6):717
This study examined the impact of educational media use on young children's (ages 2–5) reading and pre-reading skills in the context of various family stressors (lack of economic resources, family conflict, and maternal depression). We examined the utility of models positing that family stressors directly predict the quality of the home learning environment and educational media use, which then directly predict children's reading and pre-reading skills. Results indicated that all family stressors were negatively related to the quality of the home learning environment, which was in turn directly related to children's reading skills. However, only family conflict was negatively related to educational media use, though media use was positively related to reading skills. Moreover, the magnitude of the relationship between educational media use and reading skills was equal to that of the relationship between the quality of the home learning environment and reading skills. Results suggest that educational media use is less prone to disruption by family stressors than other influences on young children's reading and pre-reading skills. 相似文献
985.
986.
中小学班级环境:结构与测量 总被引:19,自引:2,他引:17
本文报告对中国学校体制下班级环境之结构和测量的初步研究。结果表明,中国中小学的班级环境至少包含以下5个维度:师生关系,同学关系,秩序和纪律,竞争,以及学习负担。针对此结构编制的测量工具表现出良好的测量学性能。在班级分析水平,各分量表的内部一致性信度在0.92-0.98之间。探索性因素分析表明上述5个因子可解释全部方差的80%。并且各个分量表都能有效地对不同班级做出区分。 相似文献
987.
跨情境下集群行为的动因机制 总被引:1,自引:0,他引:1
群体性事件是当下我国典型的集群行为。本研究通过实验室情景设计的方法, 考察了跨情境下群体相对剥夺如何通过群体认同作用于集群行为, 及群体愤怒和群体效能对集群行为的影响。结果表明:1) 同一触发情境下, 群体认同调节群体相对剥夺-集群行为(意向)之间的关系。一般群体认同凸显的个体在高群体相对剥夺水平下有更强烈的集群行为参与(意向)。这源自群体认同对群体相对剥夺不同水平下群体效能与集群行为意向之间的二次调节。对于特定群体认同凸显的个体, 无论群体相对剥夺水平的高低, 都有较高的集群行为参与(意向)。这当中, 群体愤怒起到了部分中介的作用。2) 不同触发情境下, 群体认同对群体相对剥夺与集群行为意向的调节作用出现差异。该调节作用仅出现在利益无关情境中。此外, 群体愤怒与群体效能对集群行为意向的影响在不同情境下有区别:在利益无关情境中, 群体愤怒的影响显著大于群体效能; 在利益相关情境中, 群体效能与群体愤怒的影响无显著差异。本研究扩展了集群行为的双路径模型, 并为政府预防和化解群体性事件提供思路。 相似文献
988.
989.
990.
Putting Parenting in Perspective: A Discussion of the Contextual Factors That Shape Parenting Practices 总被引:1,自引:0,他引:1
Child and family researchers have long recognized parenting as making an important contribution to child development. However, little is known about the factors that shape parenting itself, particularly factors outside the family. This article examines the literature on variables that comprise the context in which parenting occurs, and summarizes what is known about how three contextual factors (ethnicity/culture, family socioeconomic status, and neighborhood/community) influence parenting practices. Implications for future research on parenting, clinical interventions designed to improve parenting, and policy decisions affecting parenting are discussed. 相似文献