路径知识习得的认知老化效应

年龄与路径知识习得的关系是空间与认知老化两大领域研究的重要议题。老年人在面对不同的路径学习环境时呈现出不同的认知老化表现。以往与年龄相关的路径知识习得能力变化的研究, 主要支持了认知老化衰退理论。然而近来发现随着年龄增长, 老年人保留了一种空间认知补偿能力。由此, 在对前人文献进行回顾和反思的基础上, 整合路径知识习得的认知老化表现及机制以探究缓解空间认知老化可能的内部因素和外部有效措施。     

Conversation: The challenges of teaching in a “nano department”

A panel at the 2016 American Academy of Religion conference staged, taped, transcribed, and edited this conversation about the challenges and opportunities of teaching in a “nano department” – an undergraduate religion or religious studies department (or combined religion and philosophy department) with only one, two, or three faculty members. Two things quickly become evident: one is the impossibility of coverage of the full religious studies curriculum, and the other is the necessity for collaboration with other departments. Neither of these is unique to nano departments, but there exists an intimacy between students and faculty in small departments, a necessary freedom to rethink the place of the study of religion in the liberal arts curriculum, and a disruptive value in what can be critiqued and contributed from a marginalized position. Arguably, nano departments are the canaries in the academic coal mine, charting the future of the humanities that cannot be discerned from the vantage point of Research‐1 contexts.     

Luther,learning, and the liberal arts

The learning goals of a well‐designed course in the liberal arts include not only the imparting of knowledge but also the development of critical thinking and disciplinary expertise. A class on Luther can help students acquire those intellectual skills associated with the discipline of history and the liberal arts more generally as they consider broader questions about institutional religion, spirituality, moral choices, and human agency. Current scholarship on how people learn highlights the importance of adequate mental frameworks for the acquisition, retention, and retrieval of new ideas and information. This scholarship underlies the choice of specific strategies used to teach about Luther and the Reformation. Assignments provide “scaffolding,” which begins with modeling and then moves from simpler to more complex assignments. Students practice the specific intellectual skills of critical reading and textual analysis over the course of the semester.     

A reflection on learning crafts as a practice for self-development

This paper represents a reflection on craft as a process that stimulates self-development. Central to this approach is the perception of craft, not as a means of production, but as an exercise of relating to the world. The paper suggests that through the dialogue between the mind, body and environment craft practitioners experience a particular form of connection with the world that reshapes their perceptual and conceptual understanding of it. Rather than following an ego-driven tendency to control, a craftsperson is exposed to modes of ‘knowing’ and ‘being’ that embrace the inherent uncertainty of a complex world. The learning experience of a novice (lead author) demonstrates such a course of development in this paper. In particular, the liminal space that needs to be created for the dialogue between the self and the non-self is explored. This personal narrative is woven together with the experience of craft masters within different social contexts and value systems (from traditional to modern to postmodern) and their views on the process of being and becoming a craftsperson.     

视觉注意离散性的实验范式

注意离散性是注意间歇性地采集外界信息的特性。文章综述了视觉注意离散性的4种实验范式:(1)车轮错觉范式,刺激强度大、实验条件少、被试任务量小,较早地证实了视觉注意的离散性;(2)视觉探测范式,同时观察了被试的行为表现与电生理信号,确定了视觉注意离散性与神经振荡的关联;(3)线索靶子范式和视觉搜索范式,通过系统地变化SOA大幅提高了行为数据的时间分辨率,直观地探测到注意离散性调制的行为振荡。     

Epistemic Contextualism: An Idle Hypothesis

Epistemic contextualism is one of the most hotly debated topics in contemporary epistemology. Contextualists claim that ‘know’ is a context-sensitive verb associated with different evidential standards in different contexts. Contextualists motivate their view based on a set of behavioural claims. In this paper, I show that several of these behavioural claims are false. I also show that contextualist test cases suffer from a critical confound, which derives from people's tendency to defer to speakers’ statements about their own mental states. My evidence consists in results from several behavioural experiments. I conclude that contextualism is an idle hypothesis and I propose some general methodological lessons.     

The assessment of knowledge and learning in competence spaces: The gain–loss model for dependent skills

The gain–loss model (GaLoM) is a formal model for assessing knowledge and learning. In its original formulation, the GaLoM assumes independence among the skills. Such an assumption is not reasonable in several domains, in which some preliminary knowledge is the foundation for other knowledge. This paper presents an extension of the GaLoM to the case in which the skills are not independent, and the dependence relation among them is described by a well‐graded competence space. The probability of mastering skill s at the pretest is conditional on the presence of all skills on which s depends. The probabilities of gaining or losing skill s when moving from pretest to posttest are conditional on the mastery of s at the pretest, and on the presence at the posttest of all skills on which s depends. Two formulations of the model are presented, in which the learning path is allowed to change from pretest to posttest or not. A simulation study shows that models based on the true competence space obtain a better fit than models based on false competence spaces, and are also characterized by a higher assessment accuracy. An empirical application shows that models based on pedagogically sound assumptions about the dependencies among the skills obtain a better fit than models assuming independence among the skills.     

To know you is to love you: Effects of intergroup contact and knowledge on intergroup anxiety and prejudice among indigenous Chileans

Two surveys were conducted in Chile with indigenous Mapuche participants (N study 1: 573; N study 2: 198). In line with previous theorising, it was predicted that intergroup contact with the non‐indigenous majority reduces prejudice. It was expected that this effect would be because of contact leading to more knowledge about the outgroup, which would then lead to less intergroup anxiety. The two studies yielded converging support for these predictions.     

Who Knows? Knowledge Activation,Belief in Certainty of Knowledge,Maximization Tendencies and Need for Cognition in Answerability Judgments

In this study, investigating answerability judgments, 123 participants judged whether each of 46 general knowledge questions could currently be answered by themselves, by someone else, or by no one. There were 26 consensus questions (high expected consensus about their answerability) and 20 non-consensus questions. Before each question, half of the participants rated the extent of their knowledge related to the question. Results showed that answering consensus questions compared with non-consensus led to a lower proportion of “No one knows” answers. Moreover, in the knowledge rating condition compared with the control condition, participants choose “No one knows” proportionally less. Participants’ ratings of belief in certainty of knowledge were associated with more “Someone else knows” for the non-consensus questions. Moreover, tendency to maximization led to a higher proportion of “Someone else knows” options for the non-consensus questions. Finally, high need for cognition was associated with fewer choices of “Someone else knows.”