概念图对学生成绩和态度影响的元分析

这个元分析评论了学生利用概念图进行学习的实验研究.首先按照元分析的标准选择文章,从涉及3623名被试的26项研究中抽取27个独立效果量.不同年级水平的学生应用概念图学习科学、心理学和统计学等课程的内容.后测评估了知识的唤起和迁移.在不同的教学条件、教学情境和方法中,应用概念图策略都使得学生的成绩增加、学生对学习的态度变得更加积极肯定、降低了学生对学习的焦虑.平均效果量依据概念图的使用方法和对照组的特点而改变,不同的研究存在显著的异质.     

《周易·蒙卦》的童蒙道德养成教育观

在<周易·蒙卦>中,反映了西周初期的有价值的童蒙道德养成教育观.它经后代学者的继承和阐发,逐渐形成了一个童蒙道德养成教育的思想体系.诸如"亨行时中"的价值目标,至诚求道而顺教的为学态度以及包容挚诚、严格得当的师道原则,等等,朴实而辩证,值得我们今天在未成年人道德养成教育中加以借鉴.     

Vagueness,Kant and Topology: a Study of Formal Epistemology

In this paper we propose an approach to vagueness characterised by two features. The first one is philosophical: we move along a Kantian path emphasizing the knowing subject’s conceptual apparatus. The second one is formal: to face vagueness, and our philosophical view on it, we propose to use topology and formal topology. We show that the Kantian and the topological features joined together allow us an atypical, but promising, way of considering vagueness.     

从系统论看肿瘤的生物靶向性治疗

肿瘤的生物靶向性治疗是恶性肿瘤治疗的新方法,其试图通过在基因水平上调节与肿瘤发生、发展有密切联系的生命物质来达到治愈肿瘤的目的。但临床运用中,生物靶向性治疗的疗效与我们的想象相去甚远。本文运用系统论的观点,分析目前生物靶向性治疗中存在的问题及寻求可能解决的方法。     

Autonomous construction of ecologically and socially relevant semantics

This article presents a synthetic modeling approach to the problem of grounded construction of concepts. In many computational models of grounded language acquisition and evolution, meanings are created in the process of discrimination between a chosen object and other objects present on the scene of communication. We argue that categories constructed for the purpose of identification rather than discrimination are more suitable for the detached language use (talking about things not present here and now). We describe a semantics based on so-called identification criteria constructed by extracting cross-situational similarities among instances of a category, and present several computational models. In the model of individual category construction, the instances are grouped to categories by common motor programs (affordances), while in the model of social learning, focused on the influence of naming on category formation, entities are considered members of the same category, if they are labeled with the same word by an external teacher. By these two mechanisms, the learner can construct interactionally grounded representation of objects, properties, relations, changes, complex situations and events. We also report and analyze simulation results of an experiment focused on the dynamics of meanings in iterated intergenerational transmission.     

盲童的空间概念及其组织

以63名盲童为被试, 对17对空间词作相似性的分类。结果表明：⑴盲童的空间词概念结构有两个维度：①状态/方位;②自身参照/他物参照。⑵盲童的空间认知围绕着4个主题：①身体周围的三维方位;②空间距离;③三维边界;④空间状态。⑶视觉的缺失决定着盲童的空间词组织的特点, 语言、文化和教育对盲童的空间概念及其组织也具有重要影响。     

Social networking site use: Linked to adolescents' social self‐concept,self‐esteem,and depressed mood

Adolescents spend a substantial amount of time using social networking sites (SNSs); however, little is known regarding whether such use is associated with indicators of adjustment. The present study employed a multidimensional measure of SNS use to investigate the link between Australian adolescent SNS use and indicators of adjustment. Youth (N = 1,819, 55% female) from 34 diverse high schools across Western Australia were surveyed. The results showed that frequency of SNS use was linked to higher social self‐concept while investment in SNSs was associated with lower self‐esteem and higher depressed mood. Furthermore, having an SNS was linked to more negative indicators for female adolescents compared with male adolescents, although the link between frequency of use and investment in SNSs to indicators of adjustment was not moderated by gender. The present study highlights the complexity of the relationship between adolescent SNS use and indicators of adjustment, and offers insight into the diverse types of adolescent use of SNSs.     

跨学科概念图创作能力与科学创造力的关系

采用科学领域的跨学科概念图创作任务, 探讨了跨学科概念图创作能力与科学创造力的关系。研究发现：（1）跨学科概念图创作能力与科学创造力显著正相关;（2）概念图创作的命题、交叉连接与创造力的流畅性、独创性、灵活性显著相关;交叉连接与独创性显著相关;（3）跨学科概念图创作能力的个体差异表现在科学创造力的各个方面。研究表明,跨学科概念图创作任务与科学创造力测验考察了学习者相似的心理能力;跨学科概念图创作不仅可以用于促进跨学科信息整合和知识建构,还可以作为理解学习者创造性思维能力的有效工具     

小学儿童的道德行为及其与道德观念的相关——诚实原则和集体主义价值观冲突情境下的研究

研究探讨了585名7、9、11岁的小学儿童在诚实原则和集体主义价值观冲突的真实情境下的道德行为及其与道德观念的相关。结果表明,在诚实原则和集体主义价值观冲突情境下,小学儿童的道德行为主要受到诚实原则的支配,表现为:为集体说谎行为发生率都很低;随着年龄的增长,小学儿童的为集体说谎行为的发生率显著增高;小学儿童的为集体说谎行为不存在性别差异;7岁、9岁儿童的为集体说谎行为与集体观念无关,11岁儿童的为集体说谎行为与集体观念显著正相关。     

Infants perceive human point-light displays as solid forms

While five-month-old infants show orientation-specific sensitivity to changes in the motion and occlusion patterns of human point-light displays, it is not known whether infants are capable of binding a human representation to these displays. Furthermore, it has been suggested that infants do not encode the same physical properties for humans and material objects. To explore these issues we tested whether infants would selectively apply the principle of solidity to upright human displays. In the first experiment infants aged six and nine months were repeatedly shown a human point-light display walking across a computer screen up to 10 times or until habituated. Next, they were repeatedly shown the walking display passing behind an in-depth representation of a table, and finally they were shown the human display appearing to pass through the table top in violation of the solidity of the hidden human form. Both six- and nine-month-old infants showed significantly greater recovery of attention to this final phase. This suggests that infants are able to bind a solid vertical form to human motion. In two further control experiments we presented displays that contained similar patterns of motion but were not perceived by adults as human. Six- and nine-month-old infants did not show recovery of attention when a scrambled display or an inverted human display passed through the table. Thus, the binding of a solid human form to a display in only seems to occur for upright human motion. The paper considers the implications of these findings in relation to theories of infants' developing conceptions of objects, humans and animals.