Open‐Mindedness and Disagreement

The current debate about disagreement has as rivals those who take the steadfast view and those who affirm conciliationism. Those on the steadfast side maintain that resolute commitment to a belief is reasonable despite peer disagreement. Conciliationists say that peer disagreement necessarily undermines warrant for one’s belief. This article discusses the relevance of open‐mindedness to the matter of peer disagreement. It shows how both the steadfast and the conciliatory perspective are consistent with a robust and substantive display of open‐mindedness. However, it also turns out that there are more ways to display open‐mindedness on the steadfast view than on the conciliatory view.     

湖北省智力残疾现状分析及预防对策

以湖北省第二次全国残疾人抽样调查的资料为依据,对智力残疾发生率、智力残疾等级、智力残疾的致残原因等现状进行分析。农村组智力残疾率明显高于城市组;三、四级智力残疾比率明显高于一、二级智力残疾比率;智力残疾的主要致残原因为遗传性疾病和脑疾病。说明智力残疾的康复任务仍很重,需要社会及政府的广泛重视。     

Auditory processing deficits in children with reading and language impairments: can they (and should they) be treated?

Sixty-five children with specific reading disability (SRD), 25 children with specific language impairment (SLI), and 37 age-matched controls were tested for their frequency discrimination, rapid auditory processing, vowel discrimination, and consonant–vowel discrimination. Subgroups of children with SRD or SLI produced abnormal frequency discrimination (42%), rapid auditory processing (12%), vowel discrimination (23%), or consonant–vowel discrimination (18%) thresholds for their age. Twenty-eight of these children trained on a programme that targeted their specific auditory processing deficit for 6 weeks. Twenty-five of these 28 trainees produced normal thresholds for their targeted processing skill after training. These gains were not explained by gains in auditory attention, in the ability to do psychophysical tasks in general, or by test–retest effects. The 25 successful trainees also produced significantly higher scores on spoken language and spelling tests after training. However, an untrained control group showed test–retest effects on the same tests. These results suggest that auditory processing deficits can be treated successfully in children with SRD and SLI but that this does not help them acquire new reading, spelling, or spoken language skills.     

两种类型数学困难儿童的执行水平

使用Crack the Code任务考察单纯型与混合型数学困难小学儿童的执行水平,结果发现:单纯型数学困难儿童在对认知资源要求较高的任务上的执行水平显著低于数学优良生,但在认知要求较低的任务上二者之间没有显著差异;混合型数学困难儿童执行水平最低,在两个难度水平执行任务上的表现均显著差于数学优良生、单纯型数学困难儿童.小学儿童执行水平年级差异似乎主要表现在认知负荷较高的任务上,1年级学生与3、5年级学生的执行水平存在显著差异.     

智力风格的三维模型:一种更为综合的认知风格理论

智力风格的三维模型是Li-fang Zhang和Robert J.Sternberg在风格这个研究领域最近提出的一个整合模型.该模型基于Sternberg心理自我管理理论,并结合以往的风格研究,提出了智力风格的概念,把风格分为三种基本类型,而且认为,大部分风格是价值负荷的;是集特质和状态为一体的,但是大部分是可调整的,所以更倾向于状态性;并且具有跨理论的重叠,但也有其独特性.文章对智力风格三维模型的产生背景、理论来源及主要观点进行了介绍,并探讨了该模型的意义.     

学习不良儿童归因特点的研究

考察学习不良儿童归因的特点。被试为小学3～5年级83名儿童。结果发现：对消极事件的归因上,学习不良儿童显著高于一般儿童,年级差异显著,四年级得分显著高于三年级;在消极事件各维度上,学习不良儿童与一般儿童在稳定性维度上差异显著,内部性和普遍性维度的年级差异显著,四年级显著高于三年级。对积极事件的归因上,一般儿童显著高于学习不良儿童;在积极事件各维度上,学习不良儿童与一般儿童在稳定性上差异显著,一般儿童高于学习不良儿童,年级差异显著,三年级显著高于五年级。     

Book Reviews

Books reviewed:
James Campbell, Recovering Benjamin Franklin
Elliot L. Jurist, Beyond Hegel and Nietzsche: Philosophy, Culture, and Agency     

孔子“忠恕”思想发微

“忠恕”在孔子儒学中具有方法论的重要意义,朱熹解释其意义说：“尽己之谓忠,推己之谓恕。”这就准确地指出了它在词性上既有形容词性又有动词性的特点,这也就意味着它的含义不会局限于道德一域,而是具有极丰富的内涵。具体说来,它同时具有个人道德修养、社会政治实践和知识论三个层次的含义。当然,这三者在“忠恕”中是一个以一贯之的混融整体,我们这样区分,纯粹是为了论述的方便。     

DECREASING ERRORS IN READING‐RELATED MATCHING TO SAMPLE USING A DELAYED‐SAMPLE PROCEDURE

Two men with intellectual disabilities initially demonstrated intermediate accuracy in two‐choice matching‐to‐sample (MTS) procedures. A printed‐letter identity MTS procedure was used with 1 participant, and a spoken‐to‐printed‐word MTS procedure was used with the other participant. Errors decreased substantially under a delayed‐sample procedure, in which the choice stimuli were presented first and the sample was presented only after 5 s without a response to the choice stimuli.     

DUTIES OF JUSTICE TO CITIZENS WITH COGNITIVE DISABILITIES

Abstract: Many social practices treat citizens with cognitive disabilities differently from their nondisabled peers. Does John Rawls's theory of justice imply that we have different duties of justice to citizens whenever they are labeled with cognitive disabilities? Some theorists have claimed that the needs of the cognitively disabled do not raise issues of justice for Rawls. I claim that it is premature to reject Rawlsian contractualism. Rawlsians should regard all citizens as moral persons provided they have the potential for developing the two moral powers. I claim that every citizen requires specific Enabling Conditions to develop and exercise the two moral powers. Structuring basic social institutions to deny some citizens the Enabling Conditions is unjust because it blocks their developmental pathways toward becoming fully cooperating members of society. Hence, we have a duty of justice to provide citizens labeled with cognitive disabilities with the Enabling Conditions they require until they become fully cooperating members of society.