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381.
Christine Howe Joana Taylor Tavares Amy Devine 《The British journal of developmental psychology》2014,32(2):141-162
The conceptual understanding that children display when predicting physical events has been shown to be inferior to the understanding they display when recognizing whether events proceed naturally. This has often been attributed to differences between the explicit engagement with conceptual knowledge required for prediction and the tacit engagement that suffices for recognition, and contrasting theories have been formulated to characterize the differences. Focusing on a theory that emphasizes omission at the explicit level of conceptual elements that are tacitly understood, the paper reports two studies that attempt clarification. The studies are concerned with 6‐ to 10‐year‐old children's understanding of, respectively, the direction (141 children) and speed (132 children) of motion in a horizontal direction. Using computer‐presented billiards scenarios, the children predicted how balls would move (prediction task) and judged whether or not simulated motion was correct (recognition task). Results indicate that the conceptions underpinning prediction are sometimes interpretable as partial versions of the conceptions underpinning recognition, as the omission hypothesis would imply. However, there are also qualitative differences, which suggest partial dissociation between explicit and tacit understanding. It is suggested that a theoretical perspective that acknowledges this dissociation would provide the optimal framework for future research. 相似文献
382.
实验用大学生被试考察了充分条件句语义关系表达形式(逻辑形式和概念形式)和条件句类型(五种条件句)对充分条件句语义关系理解的影响。实验结果发现,语义关系表达形式影响被试对条件句中必要性的语义关系理解,而不影响被试对条件句中充分性的语义关系理解,在对条件句前后件之间语义关系的逻辑理解成绩和概念理解成绩之间既有相关又有分离:对是否充分的语义关系的两种理解成绩之间存在相关一致,而对是否必要的语义关系的两种理解成绩之间存在分离;五种条件句在对后件对前件的必要性的知觉难易程度受条件句意义内容的影响而存在明显差异,这种差异导致被试对许可句和定义句的后件必要性理解成绩高于对偶然句、义务句和因果句的后件必要性理解成绩。 相似文献
383.
D. K. Levy 《International Journal of Philosophical Studies》2020,28(2):227-239
ABSTRACT I question whether the flourishing that McMullin presents as negotiating the demands of three distinct normative domains is itself normative. If it is, I argue it must be incremental in some way to McMullin’s three normative domains, because there is no single, plausible, structural inter-relation between the domains. This leads to regress. If flourishing is not normative, then it undermines the unity of reason that is a cornerstone of McMullin’s account. These difficulties lead to further consideration of flourishing conceived, as McMullin does, as a project of living well in the world. What is the content of this project and what role can it play? If it is merely formal, i.e. without content, then it can be shared, but is empty, therefore without a role. If it has content, and so plays a role in balancing or unifying one’s responses to the normative domains, then that content comes, McMullin claims, from answers to the question, “Who am I?” However, I claim that this question and the answers it is likely to elicit cannot supply the content required. Even if it could, it could not do so to produce a project that is plausibly normative, leaving it thus disconnected from the normative domains. I conclude that the normative character of McMullin’s notion of flourishing cannot be made good. My tentative suggestions are to jettison flourishing as a central part of conceiving a life well-lived; or to swap Aristotle for Plato to supplant flourishing with the idea of a good life. 相似文献
384.
Oliver O'Donovan 《The Journal of religious ethics》2009,37(2):193-207
The historical problem about the origins of the language of rights derives its importance from the conceptual problem: of “two fundamentally different ways of thinking about justice,” which is basic? Is justice unitary or plural? This in turn opens up a problem about the moral status of human nature. A narrative of the origins of “rights” is an account of how and when a plural concept of justice comes to the fore, and will be based on the occurrence of definite speech‐forms—the occurrence of the plural noun in the sense of “legal properties.” The history of this development is currently held to begin with the twelfth‐century canonists. Later significant thresholds may be found in the fourteenth, sixteenth, and eighteenth centuries. Wolterstorff's attempt to find the implicit recognition of rights in the Scriptures depends very heavily on what he takes to be implied rather than on what is stated, and at best can establish a pre‐history of rights‐language. 相似文献
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ABSTRACTThis study examined whether images facilitate contextual grouping as effectively as words. College students (N?=?102) read RSVP paragraphs with topics located at the beginning, middle, or end of the paragraph. Paragraph topic was presented as a topic-related image, topic-unrelated image, or written explicitly in text. Topic identification was equally accurate for topic-related images and topic sentences, and less accurate for unrelated images. Paragraphs from the text condition were recalled more accurately than the related and unrelated image conditions. Further, recognition of unrelated images was a positive predictor of the number of logical errors committed during recall. Therefore, related images did not improve memory and comprehension as much as text, and paragraphs with unrelated images negatively affected understanding of the meaning of the paragraph, but not recall. These findings have implications for multimedia information sources such as textbooks or articles that use images to clarify the meaning of the material. 相似文献