不同飞机座舱噪声水平条件下双重听觉信号强度增量的研究

本研究用绝对辨认法与信号清晰度和响度适宜性主观评价测试了60、70和 80dB(A)三种噪声水平下与言语通讯同时呈现的高优先权音调信号的最小强度增量要求。研究结果表明 :在本实验设置的强度范围内 ,音调信号的辨认正确性主要取决于信号的相对强度 ;而音调信号的清晰度和响度适宜性与信号的绝对强度和相对强度都有关。对于采用信号强度自动增益控制的告警系统 ,这是一个值得注意的问题。     

On relative universality and Q-universality

Adams and Dziobiak proved that any finite-to-finite universal quasivariety must be Q-universal, and then asked whether a somewhat weaker hypothesis could lead to the same conclusion. We show that their original hypothesis cannot be weakened to its naturally extreme form.To Professor Ale Pultr on his 65th birthdayThe authors gratefully acknowledge the support of the NSERC of Canada, of the project LN00A056 of the Czech Ministry of Education, and also of the Grant Agency of Czech Republic under the grant 201/02/0148.Special issue of Studia Logica: Algebraic Theory of Quasivarieties Presented by M. E. Adams, K. V. Adaricheva, W. Dziobiak, and A. V. Kravchenko     

Improving calibration over texts by providing standards both with and without idea-units

This study aims at improving calibration accuracy, which is the match between estimated performance and actual performance. In our experiment, one hundred and twenty-seven university students read texts and learned definitions. The students recalled these definitions during a test and made performance judgements. After recalling their definitions half of the students received full-definition standards, stating what the correct definition should have been. The other half of the students received idea-unit standards: The correct definition was parsed into units that had to be present. Providing standards improved calibration accuracy not only on current texts, but also on new, subsequent texts. Especially the calibration of low performing students benefitted from receiving both idea-unit and full-definition standards. Furthermore, over multiple texts, students who received idea-unit standards benefitted more than students receiving full-definition standards. This study is among the first to show the effect of standards on calibration on new texts and underscores the importance of self-testing.     

选择性注意在人工语法学习中的作用——回应Eitam，Schul和Hassin(2009)中的两点疑问

从语法规则复杂性（复杂语法vs.简单语法）的角度考察选择性注意在人工语法学习中的必要性,并且比较两种非法序列下的成绩差异来检验被选择忽视的语法规则是否能被习得却未能在测验阶段体现出来。结果表明纵使降低被选择注意的语法的复杂性,被忽视的语法也未被成功习得,只有被选择注意的语法才能被习得;两种非法序列下的正确率无显著差异,即非法序列b所遵循的被忽略的语法未能在分类判断中起作用。选择性注意是语法规则被习得的关键。     

The Effects of Modafinil on Convergent and Divergent Thinking of Creativity: A Randomized Controlled Trial

Modafinil is a drug licensed for the treatment of narcolepsy and sleep apnea. Recently, modafinil has been reported to be used as a pharmacological cognitive enhancer by healthy individuals with no psychiatric disorders. This paper reports on a study that investigated the effects of modafinil on divergent and convergent thinking tasks of creativity. Sixty‐four healthy male (n = 31) and female (n = 33) volunteers participated in a randomized double‐blind placebo‐controlled parallel group design study. For the convergent thinking tasks, modafinil had no significant main effect on the Group Embedded Figures Task and the Remote Associates Task (RAT). However, a median split analysis showed that modafinil participants low in creativity personality trait had significantly higher RAT scores (Mean [M] = 6.85, SD = 3.39; 95% confidence interval [95% CI]: 5.53–8.2) than those high in creativity personality trait (M = 4.27, SD = 3.0; 95% CI: 2.4–6.0). For the divergent thinking tasks, relative to placebo (M = 1.195, SD = 0.28; 95% CI: 1.0–1.3), modafinil (M = 0.77, SD = 0.37; 95% CI: 0.63–0.92) significantly reduced the performance of flexibility scores and marginally reduced the elaboration scores as measured by the Abbreviated Torrance Test for Adults (ATTA). Overall, participants on modafinil (M = 6.3, SD = 2.6; 95% CI: 5.3–7.4) had significantly lower ATTA scores relative to participants on placebo (M = 9.5, SD = 2.3; 95% CI: 8.6–10.4). These results indicate that modafinil might reduce divergent thinking of creativity in healthy individuals. They suggest that, rather than being a more general cognitive enhancer, modafinil might have negative and subtle effects on creativity. However, the results are from a small‐scale trial, which tested a small number of participants. Therefore, the results need to be interpreted with caution. A replication with a large sample of participants is recommended.     

The end of theoretical orientations?

Theoretical orientation is the most pervasive organizing device in psychology. Ideas, books, people, therapies, and other salient matters are frequently classified into psychodynamic, behavioral, humanistic, cognitive, or other orientation categories. The continued prominence of theoretical-orientation classification belies a breakdown in its applicability to contemporary psychology. Psychotherapy remains a stronghold. However, with internal and external forces endorsing particular approaches, theoretically-based practices will be forced to yield to evidence-based ones. The final dismantling of traditional theoretical categories by evidence-based practice standards paradoxically provides a hopeful impetus to otherwise arrested theoretical development. Manifest avowed theoretical orientation is distinguished from a latent theoretical-orientation construct, and the ways a new kind of meta-theory of therapy will reduce the naivete and increase the applicability of clinical research is discussed.     

Metaphilosophical Criteria for Worldview Comparison

Philosophy lacks criteria to evaluate its philosophical theories. To fill this gap, this essay introduces nine criteria to compare worldviews, classified in three broad categories: objective criteria (objective consistency, scientificity, scope), subjective criteria (subjective consistency, personal utility, emotionality), and intersubjective criteria (intersubjective consistency, collective utility, narrativity). The essay first defines what a worldview is and exposes the heuristic used in the quest for criteria. After describing each criterion individually, it shows what happens when each of them is violated. From the criteria, it derives assessment tests to compare and improve different worldviews. These include the is‐ought, ought‐act, and is‐act first‐order tests; the critical and dialectical second‐order tests; the mixed‐questions and first‐second‐order third‐order tests; and the we‐I, we‐it, and it‐I tests. The essay then applies these criteria and tests to a concrete example, comparing the Flying Spaghetti Monster deity with Intelligent Design. For another application, it draws more general fruitful suggestions for the dialogue between science and religion.