Spheres of Justice within Schools: Reflections and Evidence on the Distribution of Educational Goods

This article argues that there are distinct spheres of justice within education and examines a range of justice norms and distribution rules that characterize the daily life of schools and classrooms. Moving from the macro to micro level, we identify the following five areas: the right to education, the allocation of (or selection into) learning places, teaching–learning practices, teachers’ treatment of students, and student evaluations of grade distribution. We discuss the literature on the beliefs by students and teachers about the just distribution of educational goods in these five domains, and on the practices used in the actual allocation of these goods. In line with normative ‘spheres of justice’ arguments in social theory, we conclude that the ideals of social justice within schools vary strongly according to the particular resource to be distributed. Moreover, these ideals often do not correspond with the practices that actually guide resource distribution in education, which may go some way toward explaining explicit or latent conflicts in this sphere. Justice is a human construction, and it is doubtful that it can be made in only one way – Michael Walzer (1983, p. 5)     

The Impact of Motor Activity and Inactivity on the Brain: Implications for the Prevention and Treatment of Nervous- System Disorders

ABSTRACT— Since Donald Hebb's pioneering observations in the 1940s, much research has focused on the effects of variations in physical activity and environmental complexity on behavioral performance and brain structure. Beneficial effects on brain health have been linked to physical fitness, skilled training, and exposure to complex environments, though in rodents these effects may be negated by sudden changes in social structure. Such manipulations can alleviate the deficits associated with several nervous-system disorders and aging. But how increased activity produces its beneficial effects is still not fully understood. How does unskilled physical activity (e.g., repetitive exercise) compare to training in skilled activities or exposure to complex environments? In injury states, is task-specific training a better rehabilitative strategy than general exercise? How do changes in motor activity affect specific brain regions, and can the intensity and timing of therapeutic movement be adjusted to produce optimal outcomes? Are the beneficial effects of motor enrichment banked over periods of inactivity and can they be called upon with booster training to treat a later neurological disorder? Are there circumstances in which increased activity is harmful? Enrichment of physical activity shows promise as an easy and healthful means for improving or restoring brain function, and questions like these are now being investigated so that the full potential of increased activity may be harnessed.     

涵义语义与关于概称句推理的词项逻辑

概称句推理具有以词项为单位的特征并且词项的涵义在其中起到了重要的作用。已有的处理用A一表达式表达涵义,不够简洁和自然。亚里斯多德三段论是一种词项逻辑,但它是外延的和单调的。这两方面的情况使得有必要考虑新的词项逻辑。涵义语义的基本观点是：语词首先表达的是涵义,通过涵义的作用,语词有了指称,表达概念。概称句三段论是更为常用的推理,有两个基本形式GAG和Gaa。在涵义语义的基础上建立的系统GAG和Gaa是关于这两种推理的公理系统。     

线索提示对物理问题表征的影响

考察了复杂物理问题解决中图形线索提示和参数线索提示的作用,结果表明,在难度较大的物理问题中,单一的图形线索提示未给学生带来太大的帮助,而参数线索提示有助于学生搜索到有效算子.讨论了专家在物理问题解决过程中的特点,认为专家的优势之一在于比新手更善于发现关键的线索,能够根据关键线索找到合适的原理来完整地表征问题.     

Shifting shadows: shaping dynamics in the cultural unconscious

Jung has suggested that wars, social upheavals and religions are 'but the superficial symptoms of a secret psychic attitude unknown even to the individual himself, and transmitted by no historian ...' (Jung 1964, para. 315; emphasis author's). With a focus on South Africa and some dream material, I explore this idea with particular emphasis on the cultural unconscious and the emerging theory of cultural complexes. Different cultures demand the repression of different aspects of the self and have different ways of actualizing a moral code. These repressions are part of what make up a dynamic and shifting cultural complex which inevitably plays a part in historical change. In turn, historical change plays its part in shifting these dynamics. In the analytic setting via the transference and countertransference, we are familiar with what is being repressed in relation to shadow dynamics, complexes and obsolete defences. Such dynamics relate to themes of boundary, identity and otherness which, in turn, reach back to early infantile strivings as well as forward in the service of unfolding. Central to this dynamic is the absorption of cultural attitudes--including that which must be repressed, allowed in or defended against. Major political shifts--historical change--inevitably affect cultural dynamics, 'secret psychic attitude(s)' and shifting shadows.     

人工类别学习的认知神经研究

基于类别学习包含类别归纳、分类和认知控制3个子过程的假设, 设计了人工类别学习的新任务, 利用高密度ERP技术并结合偶极子源分析, 从纵向和横向两个方面研究了人工类别学习的神经基础与机制。结果表明, 人工类别学习涉及前扣带回、前额叶皮质和内侧颞叶等关键脑区, 并在时间序列上显示了这些脑区扮演的不同作用。基于当前发现, 我们从时-空水平上讨论了的人工类别学习的认知神经机制。     

主语优先现象及其认知机制

主语优先是言语加工中的一种语序效应, 它具体表现为三个方面：论元歧义句的理解过程中, 首论元倾向于被解释为主语; 非歧义句的理解过程中, 首论元为宾语时的加工难于首论元为主语时的加工; 关系从句的理解过程中, 主语的提取比宾语的提取更容易。本文对主语优先现象主要进行了以下方面的论述：① 结合印欧语系和非印欧语系中的各种类型的语言, 详细分析了主语优先现象及其普遍性与特殊性; ② 主语优先现象的理论解释：基于工作记忆的理论、句法关联理论、突出性特征理论和基于频率的理论; ③ 与主语优先现象有关的脑电成分及其所体现的认知加工过程。最后, 结合已有的研究, 指出了主语优先现象未来的研究方向。     

句子完成与时间缓冲对信息整合的启动作用

探讨句子完成和时间缓冲因素在阅读过程启动背景信息整合的作用。包括3个实验,被试是华南师范大学198名一年级本科生。采用移动窗口技术,要求被试阅读14篇一致性版本与不一致版本的文章,然后对不同条件下目标句阅读时间或探测反应时进行统计分析。实验1重复Guzman和Klin的研究,并进一步探讨单纯的句子完成因素是否能即时启动整合。结果表明,在单纯的句子完成条件下,一致版本和不一致版本的目标句阅读时间和探测反应时有显著差异,说明目标句阅读时已经即时启动了背景信息的整合。实验2探讨Guman和Klin关于缓冲可以即时启动整合的研究是否混合了句子完成因素的作用,结果表明,当在目标句后面增加连接词时,会产生句子完成的暗示,从而可以即时启动整合,Guzman和Klin关于缓冲可以启动整合的结果是值得商榷的。实验3从Guzman和Klin的研究设计中分离出句子完成因素,探讨单纯的时间缓冲是否可以即时启动整合,结果表明,单纯的缓冲不能即时启动整合。研究的结果初步证明,句子完成是启动信息整合的充分必要条件,而单纯的时间缓冲不能起到这种即时启动作用。     

Zwischen Berechenbarkeit und Nichtberechenbarkeit. Die Thematisierung der Berechenbarkeit in der aktuellen Physik komplexer Systeme

Between Calculability and Non-Calculability. Issues of Calculability and Predictability in the Physics of Complex Systems. The ability to predict has been a very important qualifier of what constitutes scientific knowledge, ever since the successes of Babylonian and Greek astronomy. More recent is the general appreciation of the fact that in the presence of deterministic chaos, predictability is severely limited (the so-called ‘butterfly effect’): Nearby trajectories diverge during time evolution; small errors typically grow exponentially with time. The system obeys deterministic laws and still is unpredictable, seemingly a paradox for the traditional viewpoint of Laplacian determinisms. With the concept of deterministic chaos the epistemological issue about an adequate understanding of predictability is no longer just a mere philosophical topic. Physicists on the one hand recognize the limits of (long term) predictability, computability and even of scientific knowledge, on the other hand they work on concepts for extending the horizon of predictability. It is shown in this paper that physics of complex systems is useful to clarify the jungle of different meanings of the terms ‘predictability’ and ‘computability’ — also with philosophical implications for understanding science and nature. Today, from the physical point of view, the relevance of the concepts of predictability seems to be underestimated by philosophers as a mere methodological topic. In the paper I analyse the importance of predictability and computability in physics of complex systems. I show a way how to cope with problems of unpredictability and noncomputability. Nine different concepts of predictability and computability (i.e. open solution, sensitivity/chaos, redundancy/chance) are presented, compared and evaluated. This revised version was published online in August 2006 with corrections to the Cover Date.     

小学三年级句群教学实验研究

探讨在小学三年级句群教学条件下,样例的不同呈现方式与练习方法对形成有关图式及其技能的影响。同时,考察陈述性知识、认知技能(一般程序性知识)和策略相互间的关系及对被试任务操作的影响效果。研究结果表明：(1)在实验班中,同时呈现两个以上样例并加以归纳,再循序渐进地进行变式练习,有利于图式与技能形成以及类比迁移,且中差生获益较大;(2)在被试的任务操作中,陈述性知识主效应非常显著,其次为认知技能,再次为策略,陈述性知识和认知技能之间存在显著交互作用。