Lexicons, contexts, events, and images: commentary on Elman (2009) from the perspective of dual coding theory

Elman (2009) proposed that the traditional role of the mental lexicon in language processing can largely be replaced by a theoretical model of schematic event knowledge founded on dynamic context-dependent variables. We evaluate Elman's approach and propose an alternative view, based on dual coding theory and evidence that modality-specific cognitive representations contribute strongly to word meaning and language performance across diverse contexts which also have effects predictable from dual coding theory.     

近五年来《心理学报》与《心理科学》文献计量比较研究

该研究采用文献计量学方法,以2005—2009年《心理学报》与《心理科学》的载文为研究对象,分别统计了两种期刊载文的研究领域、研究方法、载文体裁和作者特征等方面的数据信息。结果发现：基础领域是两种期刊心理学研究的主要领域;在应用领域方面两种期刊侧重点不同;两种期刊在研究方法的选择上是一致的,即实验法是心理学研究的主要研究方法,数据的搜集则主要靠测评法;两种期刊在心理学研究者的地区分布中都出现了明显的地区优势,优势地区与核心作者群略有不同。     

Stories as indicators of practical knowledge: Analysing project workers' talk from a study of participation in a youth inclusion programme

The paper deals with the issue of practical knowledge for enabling participation. Participation as a strategy for change is widespread in community, health and human service contexts. Research to date has focused on the mechanisms of beneficiaries' participation (e.g. identity, empowerment, activity, gender, space). However, participation as an engagement strategy is action oriented and requires high levels of interaction between those creating the conditions for participation and those participating. These conditions need to be continuously adjusted and outcomes are often unpredictable. This process of ‘working with’ is often dealt with as a technical issue and captured in metaphorical language. Less emphasis has been given to the type of knowledge modalities that might be necessary in order to enable participation. Drawing on an ethnographic case study of participation in a youth inclusion programme the paper explores the role of stories as potential indicators of practical knowledge. The paper argues that enabling young people's participation requires intuition and imagination, patience and perseverance, and judgement for acting under uncertainty. It concludes that stories only partially fulfil their potential as indicators of such knowledge modalities. Copyright © 2010 John Wiley & Sons, Ltd.     

Levels of modality for BDI Logic

The use of rational agents for modelling real world problems has both been heavily investigated and become well accepted, with BDI (Beliefs, Desires, and Intentions) Logic being a widely used architecture to represent and reason about rational agency. However, in the real world, we often have to deal with different levels of confidence in the beliefs we hold, desires we have, and intentions that we commit to. This paper extends our previous framework that integrated qualitative levels of beliefs, desires, and intentions into BDI Logic. We describe an expanded set of axioms and properties of the extended logic. We present a modular structure for the semantics which involves a non-normal Kripke type semantics that may be used for other agent systems. Further, we demonstrate the usefulness of our framework with a scheduling task example.     

学科领域知识丰富性对中学代数问题表征层次的影响

研究学科领域知识丰富性不同的学生在问题表征过程中信息表征层次的特点。采用“学习-再认”范式,以5类等式为材料,62名初二学生参与实验。结果：两组被试对表面和原理特征一致的等式产生明显的错误再认;对表面特征不一致等式的错误率明显减少。无论原理特征是否一致,两组对表面特征一致等式的反应时无显著差别,但在正确率上丰富组的更高。说明,两组均以有序的系列加工方式编码信息,优先编码表面特征。贫乏组对原理特征的编码干扰表面特征的加工,因而原理特征被丢弃。丰富组加工表面特征则无干扰现象出现,两种特征均能作为再认线索。     

高校教师知识共享态度的相关研究

以151名高校教师为测查对象,采用“高校教师知识共享问卷”等研究工具,考察工作态度、组织特征等因素与高校教师知识共享态度之间的关系.结果发现:(1)文、理科教师之间在避损性共享和人际性共享上存在显著差异;(2)组织认同、工作满意度、知识特性和学科与避损性共享存在显著相关;(3)组织认同、工作满意度、工作意义、工作奉献、组织特性和学科与人际性共享存在显著相关.研究表明,理科教师的共享态度较文科教师更为积极;知识共享除了与工作态度有关之外,也与软硬件环境有关.     

浅谈元认知知识的培养及其评定

元认知知识是元认知的主要成份之一,它由三部分知识组成:认知主体方面的知识、认知任务方面的知识和认知策略方面的知识。在教学过程中加强对学生元认知知识的培养与训练,有利于学生学会学习,从而达到最佳的学习效果。元认知知识的评定难以在大规模考试中实现,应该综合运用多种方法在日常教学中加以评定,并作为主要任务之一纳入学生的形成性评价。     

When sentimental rules collide: "norms with feelings" in the dilemmatic context

According to a recently prominent account of moral judgment, genuine moral disapprobation is a product of two convergent vectors of normative influence: a strong negative affect that arises from the mere consideration of a given piece of human conduct and a (socially acquired) belief that this conduct is wrong (Nichols, 2002). The existing evidence in favor of this “norms with feelings” proposal is rather mixed, with no obvious route to an empirical resolution. To help shed further light on the situation, we test a previously unexamined prediction that this account logically yields in a novel dilemmatic context: when individuals are faced with a moral dilemma that pits two or more “affectively-charged” moral norms against each other, the norm underwritten by the strongest feeling ought to determine the content of dilemmatic resolution. Across three studies, we find evidence that directly challenges this prediction, offering support for a Kolhberg-style “rationalist” alternative instead. More specifically, we find that it is not the participants’ degree of norm-congruent emotion (whether situationally or dispositionally assessed) or its correlates, but rather their appraisal of the relative costs associated with various alternative courses of action that appears to be most predictive of how they resolve the experimentally induced moral conflict. We conclude by situating our studies within an overarching typology of moral encounters, which, we believe, can help guide future research as well as shed light on some current controversies within this literature.     

采用跨学科概念图推进中学生跨学科学业成就

为了检验跨学科概念图在跨学科知识整合中的作用,设计了跨学科概念图干预计划,以180名中学生为被试,采用实验组与控制组对比实验方法,探讨了跨学科概念图对跨学科学业成就的影响。结果表明:(1)跨学科概念图干预计划显著提高了实验组被试的跨学科学业成绩;(2)对于不同成就者而言,干预计划显著提高了中低成就者的跨学科学业成绩,而对高成就者跨学科学业成绩的影响不显著。这意味着跨学科概念图作为跨学科知识整合领域的智力适应工具能够有效提高学习者的跨学科学业成就,但是其对不同层次学习者跨学科学业成就的影响具有适应性差异。     

创造力的脑结构与脑功能基础

从脑结构和脑功能两方面对创造力的脑神经基础进行了评述。就创造力的脑结构而言,尸体脑解剖研究表明创造力可能与顶叶与角回有关;活体脑结构成像研究则显示,创造力主要与额叶、扣带回以及皮下白质或灰质浓度有关。就创造力的脑功能而言,任务取向研究表明创造力任务主要激活了额叶和顶叶及少数其他皮层区域;而个体差异取向研究则表明创造力被试激活了右侧额叶、大脑皮层以及小脑的某些区域。未来研究需在加强脑结构影像研究基础上,注重从被试抽样和筛选等方面细化任务模式和个体差异模式的创造力研究,以获得更一致的结果。