不同结构文章重复阅读时主题转换效应的眼动研究

选取36名大学生,运用眼动技术,探讨不同结构类型文章在重复阅读时主题转换效应的变化特点。被试阅读的材料有两类:一是段落内部各个句子之间为平行关系(平行材料);一是每段第一个句子为该段落主题句(总分材料)。结果发现,两类材料在第一遍阅读过程中均出现了显著的主题转换效应,但在重复阅读时,主题转换效应消失,说明读者在第一遍阅读时已构建了文章的主题结构表征,并以此来指导后面的阅读。该结果支持共同策略假设理论,说明无论文章中是否存在标记,读者在阅读时都会构建一定完善的主题结构表征。     

高中二年级学生双字词阅读知觉广度的眼动研究

采用“呈现随眼动变化技术”对12名高中二年级学生的双字词阅读知觉广度进行了眼动研究。结果发现：（1）高中二年级学生的双字词阅读知觉广度具有不对称性。（2）高中二年级学生的双字词阅读知觉广度为注视点左侧一个双字词到右侧两个双字词的空间。     

关于严重突发事件危机干预的研究评述

对国外关于严重突发事件危机干预的研究作了概览与评述。认为有两点值得关注：其一,危机干预中的评估的重要性。在干预中,评估是进行干预的前提条件,更贯穿干预过程的始终。干预者必须通过不断评估确定危机的严重程度,不断确定当事人的心理状态,才能确定采用相应的应付策略和支持系统等。其二,国外许多不同的干预模式具有3个特征：一是阶段划分技术,将干预过程划分为不同的阶段,针对不同阶段的特点采取不同的措施与策略。二是整合倾向,将不同的干预模式、支持资源加以整合,使干预的效果达到最佳水平。三是特异性发展,即针对不同人群、不同应激情境作深度拓展,发挥干预的特异性效果。“非典”流行对我国的危机干预体系是一个严峻的考验,我国面对严重突发事件的危机干预体系还有待于健全。虽然不能照搬外国的干预模式,但是其思路与技术、经验与教训还是值得我们借鉴的。     

精细阐述与先行信息激活水平的动态变化

该研究运用窗口阅读及命名探测技术,对即时与延迟状态下合适与不合适背景信息的激活模式进行了探讨。被试阅读含有精细阐述错误信息的语篇,并对合适或不合适的探测词进行命名反应。结果发现,虽然即时条件下,受精细阐述的不合适探测词激活水平高于合适探测词,但当延迟时间为1500ms时,原有的激活模式发生了逆转。这种激活模式的变化主要是由于合适的背景信息随时程延长激活水平得到提升所致。     

篇章阅读中先行信息通达的若干影响因素

采用实时窗口阅读技术,探讨在篇章阅读理解中,当读者在建构先行信息已能考虑其合适与不合适这一条件下,先行信息与当前信息的关系及距离如何影响对先行信息的通达。实验一采用以句子为单位的自控阅读,通过再认探测技术,结果发现,被试在加工含回指词的目标句时,回指词的不合适先行词也会得以通达。实验二以词汇为单位呈现阅读材料,通过命名探测技术,结果发现,与当前回指词关系合适的先行词会得到更快的通达,而先行词与当前回指词距离的远近不会影响先行词的激活水平。     

美国贝克斯特测谎系统在我国法庭科学中的应用

该文简介了美国贝克斯特测谎系统的基本原理及其在我国法院的首次应用情况。在我国这一系统不仅被用于刑事案件,也被用于民事案件,实践证明,测谎技术起到了其他手段所起不到的作用,成为法院办案过程有力的辅助工具和支持系统。为使本系统具有更高的效力和适合中国的国情,需要对贝克斯特测谎系统进行修订,该文也介绍了有关修订和检验的情况。     

It takes two to tango: Research and practice as an amazing dance

This paper offers an appreciative critique of Kim Etherington's recent book, Narrative Approaches to Working with Adult Male Survivors of Male Child Sexual Abuse. I discuss the issues raised in the book with reference to one of my current clients. Etherington does not produce new substantive theory: the power of this work is in the narrative. Her important contribution lies in the reflexivity with which she encounters her material. The use of critical reflexivity challenges the subject/object dichotomy inherent in much positivistic research, and presents a much‐needed approach to process that is congruent with the lived experience of counselling. I would suggest that research is more likely to succeed in informing practice if the material is open to personal interpretation by the reader/therapist. Further, I would claim that the activity of using research creatively is itself a heuristic process: useful learning is most likely to occur if the dialogic relationship with the client and therapist is mirrored in the relationship between the therapist and the research text.     

Elasticity of Technique: The Psychoanalytic Project and the Trajectory of Ferenczi's Life

The object of this paper is the Elasticity of Psychoanalytic Technique in the work of Sándor Ferenczi. The author sustains that this can be considered neither as an ultimate arrival point nor as a particular stage of Ferenczi's clinical–theoretical body of work, but rather as an ensemble of affective qualities, attitudes and values, which he gradually developed through experience, signalling a paradigm shift in the history of psychoanalysis. The following areas will be explored: the new sensitivity demonstrated by Ferenczi concerning the relational and communicative factors present in the analytic session, his subtle and acute attention to the participation of the analyst's own subjectivity in the therapeutic process, and how these enduring elements of Ferenczi's technique anticipate several significant future developments in psychoanalysis.     

Critical thinking in North America: A new theory of knowledge,learning, and literacy

The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic of the questions and problems they face and hence how to adjust their thinking to those problems. They do not learn how to enter sympathetically into the thinking of others, nor how to deal rationally with conflicting points of view. They do not learn to become critical readers, writers, speakers and listeners. They do not learn how to use their native languages clearly, precisely, or persuasively. They do not, therefore, become literate, in the proper sense of the word. Neither do they gain much in the way of genuine knowledge since, for the most part, they could not explain the basis for what they believe. They would be hard pressed to explain, for example, which of their beliefs were based on rational assent and which on simple conformity to what they have been told. They have little sense as to how they might critically analyze their own experience, or identify national or group bias in their own thinking. They are much more apt to learn on the basis of irrational than rational modes of thought. They lack the traits of mind of a genuinely educated person: intellectual humility, courage, integrity, perseverance, and faith in reason.Happily, there is a movement in education today striving to address these problems in a global way, with strategies and materials for the modification of instruction at all levels of education. At its foundation is an emerging new theory of knowledge, learning, and literacy, one which recognizes the centrality of independent critical thinking to all substantial learning, one which recognizes that higher-order, multilogical thinking is as important to childhood as to adult learning, and as important to foundational learning in monological as in multilogical disciplines. This educational reform movement is not proposing an educational miracle cure, for its leading proponents recognize that many social and historical forces must come together before the ideals of the critical thinking movement will become a full academic reality. Schools do not exist in a social vacuum. To the extent that the broader society is uncritical so, on the whole, will be society's schools. Nevertheless, the social conditions necessary for fundamental changes in schooling are increasingly apparent. The pressure for fundamental change is growing. Whether and to what extent these needed basic changes will be delayed or side-tracked, thus requiring new periodic resurgences of this movement, with new, more elaborate articulations of its ideals, goals, and methods — only time will tell.     

Which of the fallacies are fallacies of relevance?

This paper looks around among the major traditional fallacies — centering mainly around the so-called gang of eighteen — to discuss which of them should properly be classified as fallacies of relevance. The paper argues that four of these fallacies are fallacies primarily because they are failures of relevance in argumentation, while others are fallacies in a way that is more peripherally related to failures of relevance. Still others have an even more tangential relation to failures of relevance. This paper is part of a larger research project on dialecical relevance in argumentative discourse, currently underway in collaboration with Frans van Eemeren and Rob Grootendorst.