Simulation and Transfer Results in Modal Logic – A Survey

This papers gives a survey of recent results about simulations of one class of modal logics by another class and of the transfer of properties of modal logics under extensions of the underlying modal language. We discuss: the transfer from normal polymodal logics to their fusions, the transfer from normal modal logics to their extensions by adding the universal modality, and the transfer from normal monomodal logics to minimal tense extensions. Likewise, we discuss simulations of normal polymodal logics by normal monomodal logics, of nominals and the difference operator by normal operators, of monotonic monomodal logics by normal bimodal logics, of polyadic normal modal logics by polymodal normal modal logics, and of intuitionistic modal logics by normal bimodal logics.     

Antecedents of information-processing skills in infants: Habituation, novelty responsiveness, and cross-modal transfer

Three skills which characterize cognitive functioning in human infants in the middle of the first year of life—habituation, novelty responsiveness, and cross-modal transfer—predict mental ability in later childhood. Antecedents of each skill at 5 months postnatal were examined in a short-term prospective longitudinal study of infant ability and maternal intelligence and interaction style. Infant perceptuocognitive performance at 2 months, maternal intelligence, and maternal responsiveness at 5 months relate to the expression of the three infant cognitive skills, but in different ways. Variation in infant information-processing abilities can be explained by specific child and maternal factors that are evident soon after birth.     

Matching-to-sample and oddity-from-sample in goldfish.

Acquisition of three-alternative simultaneous matching-to-sample and oddity-from-sample was investigated. Five goldfish were trained on matching and five on oddity for a minimum of 70 days. Subsequently, six of the fish were trained for 70 days on the other task. Acquisition was similar for oddity and matching. Correct responding started at about chance level and slowly increased to about 75%, with some animals performing at levels of over 85%. Acquisition of oddity following matching and matching following oddity began below chance. Maximal level of performance on second-task oddity was comparable to that on first-task matching. By contrast, the maximal levels of performance when matching was the second task were not as high as that of the same subjects at the end of first-task oddity. All fish exhibited strong color preferences during matching acquisition but not during oddity acquisition. The data demonstrated that goldfish can acquire a discrimination in which the stimulus associated with reinforcement depends on the identity of a second stimulus.     

TEACHING PEDESTRIAN SKILLS TO RETARDED PERSONS: GENERALIZATION FROM THE CLASSROOM TO THE NATURAL ENVIRONMENT1

Little attention has been given to teaching adaptive community skills to retarded persons. In this study, five retarded male students were taught basic pedestrian skills in a classroom. Training was conducted on a model built to simulate city traffic conditions. Each subject was taught five specific skills involved in street crossing in sequence, viz. intersection recognition, pedestrian-light skills, traffic-light skills, and skills for two different stop-sign conditions. Before, during, and after training, subjects were tested on generalization probes on the model and under actual city traffic conditions. Results of a multiple-baseline design across both subjects and behaviors indicated that after receiving classroom training on the skills, each subject exhibited appropriate pedestrian skills under city traffic conditions. In addition, training in some skills appeared to facilitate performance in skills not yet trained.     

精子介导转基因技术的进展与争论

随着生物医学的不断发展,精子介导转基因技术正成为有希望的转基因方法。与其他基因转移方法相比,精子介导具有简单、高效、低廉、安全的特点。我们探讨精子结合外源DNA和DNA内化的分子模型,介绍精子介导转基因技术的改进方法,并指出存在的问题和伦理学争论,旨在推动该技术在生物技术领域的进一步发展。     

The Problem of Transfer from Confidential Interactive Problem‐Solving: What Is the Role of the Facilitator?

Interactive problem-solving workshops provide a relatively confidential atmosphere in which members of societies engaged in protracted social conflict can examine and share their assumptions and perceptions about the conflict and think creatively about the possibilities for de-escalation. Two sorts of workshop goals have generally been articulated: (1) creating change in participants' understanding, and (2) transferring participants' new ideas to political decision-making and public discussion. Although facilitators have tended to emphasize the role of the participants in generating and transferring new learning, this article expands our conceptions of change and transfer to include both participants and facilitators. A basic complementarity is postulated between the strengths and weaknesses of these two agents of transfer. If considered this way, the integrity of this confidential process—and thus of its potentially unique contributions to a peace process—can be maintained while increasing the opportunities for transfer.     

Transfer of Attachment Functions and Adjustment Among Young Adults in China

ABSTRACT

This study was designed to examine the process of attachment transfer from parents to peers, as well as factors related to this transfer process among Mainland Chinese. A total of 147 Chinese college students (with a mean age of 21.44) completed questionnaires that measured attachment style, attachment transfer, attachment support from various figures, loneliness, positive/negative affects, and self-esteem. Major findings of the current study include the following: (a) Hazan and Shaver's sequential model of attachment transfer was generalized to the Chinese sample; (b) the extent of attachment transfer was found to be associated with participants' emotional states (loneliness and positive affect) and was a significant predictor of these emotional states beyond the effects of attachment style and attachment support. As one of the first studies exploring the phenomenon of attachment transfer among young Chinese adults, conceptual and applied implications of these findings are discussed.     

Effects of Conflict Resolution Training Integrated Into a High School Social Studies Curriculum

Abstract

The authors examined the effectiveness of conflict resolution and peer mediation training among California high school students. The authors randomly assigned 2 of 4 classes to receive 5 weeks of conflict resolution and peer mediation training integrated into the required social studies curriculum. The remaining 2 classes studied the same social studies curriculum for an identical amount of time (105 min every other day) without conflict resolution and peer mediation training. The authors investigated 2 issues. The 1st was the effectiveness of the conflict resolution and peer mediation training. The trained students, compared with the untrained students, learned the integrative negotiation and peer mediation procedures better, applied the procedures more completely, chose an integrative over a distributive approach to negotiation, and developed more positive attitudes toward conflict. The 2nd issue was the impact of the training program on academic achievement. Integrating conflict resolution and peer mediation training into an academic course promoted higher achievement, greater long-term retention of the academic learning, and greater transfer of academic learning in social studies to language arts.     

名人广告效果的制约因素研究述评

系统回顾了影响名人广告效果的因素,指出名人广告的效果受名人可信度的影响,名人可信度包括吸引力、专业性与可靠性3个要素,专业性与可靠性对名人广告的效果具有积极的影响,吸引力对广告效果的影响受名人与商品的一致性以及消费者的精细加工水平的制约,精细加工可能性模型与意义迁移模型进一步说明了名人广告对消费者产生影响的具体过程,在名人广告中名人形象与商品形象的一致性是影响广告效果的决定性因素。     

Wisdom and Life Experience: How Grandfathers Mentor Their Grandchildren

This exploratory study uses qualitative methods to focus on the largely unexamined role of the grandfather and to examine men's experiences as grandfathers. We gathered information through both surveys and individual interviews to explore men's feelings and attitudes toward the grandfather role. Of the 51 grandfathers that completed a survey, 20 participated in interviews. Our examination of the data collected reveals the life lessons men teach their grandchildren. The grandfathers in this study expressed strong desires for purposeful involvement in their grandchildren's lives and indicated desires for transferring values to grandchildren and teaching interpersonal relationships. Through this involvement, they educate through life experiences and serve as mentors for their grandchildren. We suggest that this mentoring role makes a positive contribution to the lives of grandchildren and to the identity of grandfathers.