《本草纲目》早期译介研究——以《中华帝国全志》为例

从译介学视角出发,对以《中华帝国全志》为代表的《本草纲目》早期译介活动进行研究。以《中华帝国全志》最早英文全译本"凯夫版"为蓝本,探讨其"译介内容"及针对"译介受众"所采用的"译介策略",并简述"译介效果"。在译介过程中,"译介主体"为了满足译入语读者的需求,通过"译介内容"的选取及"译介策略"的应用一定程度上促进了中西文化的交流与融合。《本草纲目》早期译介的成功得益于各译介要素间的互动与博弈,为当代中国文化,尤其是中医文化"走出去"提供了有益借鉴。     

Further extensions of precision medicine to behavior analysis: A demonstration using functional communication training

The potential applicability of concepts and methods of the paradigm of precision medicine to the field of applied behavior analysis is only beginning to be explored. Both precision medicine and applied behavior analysis seek to understand and classify clinical problems through identification of their causal pathways. Both aim to develop treatments directly targeting those causal pathways, which also requires an understanding of the mechanisms by which treatments produce change (treatment-action pathways). In the current study, we extend the data-analytic methods and concepts described by Hagopian et al. (2018) toward the identification of variables that predict response to functional communication training (FCT). We discuss emerging conceptual issues, including the importance of distinguishing predictive behavioral markers from predictor variables based on their purported involvement in the causal or treatment-action pathways. Making these discriminations is a complex undertaking that requires knowledge of these mechanisms and how they interact.     

People and objects affect the quality of vocalizations in infants with down syndrome

The vocalizations of eight infants with Down syndrome were recorded longitudinally in relation to different social and non-social contexts. The infants were observed biweekly from 8 to 24 weeks and monthly up to 40 weeks. At each visit the infants were presented with their mother, a female stranger, and a rattle puppet, each alternately active and passive. Each condition lasted 60 sec. The results showed that by 4 months of age, the infants produced different types of vocal sounds in relation to environmental contexts. They produced significantly more melodic (speechlike) sounds, vocalic (non-speechlike) sounds, and emotional (crying, laughing and fussing) sounds when facing people than objects. By 6 months of age, these utterances began to be distinguished between mother and female stranger and active and passive adults. However, within the communicative context the overall amount of vocalic (non-speechlike) sounds produced was larger than the amount of melodic (speechlike) sounds. It is suggested that this low output of melodic sounds in the overall vocal production of these infants may adversely affect the development of more appropriate vocal behaviour.     

EFFECTS OF EXTINCTION ALONE AND EXTINCTION PLUS FUNCTIONAL COMMUNICATION TRAINING ON COVARIATION OF PROBLEM BEHAVIORS

In this investigation, extinction (EXT) was applied alone or in combination with functional communication training (FCT) to less severe topographies of problem behavior while more severe topographies continued to be reinforced. EXT alone decreased less severe and increased more severe topographies of problem behavior (i.e., response covariation), whereas EXT with FCT reduced all topographies of problem behavior to near-zero levels.     

Moral and religious issues in education

Difficulties in liberal secularism are considered in relation to the views of ethnic minorities and in terms of the misleading nature of its supposed neutrality and objectivity. Cultural liberalism is seen in contrast to be committed to the preservation of other cultures and to celebrating diversity. This might avoid relativism and, within the Wisdom Tradition, offer a mutual enrichment and better access to truth. The practice of religious education can be seen as implicating the general behaviour of the teacher and the ethos of the school. A postmodernist pedagogy, involving dialogue with text and teacher, might both respect diversity and recover a sense of mystery. Reassessment of the relationship between knowledge and morality might lead to new practice in moral education, with relevant activities leading beyond the facts towards reflection on values. Moral education might also go beyond the intellect to encourage appropriate emotional dispositions in a communicative ethics. The dominance of certain metaphors in the language of cultural identity and authenticity channels thinking: this needs to be questioned.     

Lying and intersubjective truth: A communication based approach to understanding lying

This project was undertaken as a response to a perceived deficiency regarding the role of communication in a large block of the phenomenological discourse on lying. The arguments presented here attempt to make the communication process an explicit, rather than an implicit component of this discussion. First, a lie is explained as a communicative act that is identified by making a simple comparison between two contradictory realities, the reality presented by the lie, and some sort of true reality. Existing discussions of lying are examined and judged to be deficient because they limit their explanations of this true reality to subjective and objective standards of truth. Intersubjectivity is presented as an alternative truth standard, and it is argued that lies can only be discovered and understood through a process of interpretation or negotiation (dialogue) by human interactants.     

Systemically-Based Psychotherapeutic Techniques in Genetic Counseling

The uses of systemically-based psychotherapeutic methods in genetic counseling are discussed in the context of the origin of genetic counseling, the definition of genetic counseling, and the adjustments that one must make in order to implement these methods. Selected systemic methods which can be readily incorporated into genetic counseling are presented: use of genograms to explore family attitudes and beliefs about genetic risk, communications skills, and applications of family of origin work in genetic counseling. The need for research regarding the methodology and process of genetic counseling is presented with discussion of the need for theories of practice for genetic counseling.     

Discrimination of picture requests for missing items among young children with developmental disabilities

Two experiments were conducted to assess discrimination of picture requests for missing items among young children with developmental disabilities. In Experiment 1, three children were first taught to request one object when it was missing from a set of two related leisure items. In Experiment 2, two children were taught to request one object belonging to a set of three leisure items. In both studies the requesting response consisted of pointing to a photograph of the missing item. After acquisition of the initial request, discrimination of picture requests was assessed when the second item (Experiment 1) and second or third item (Experiment 2) was missing. Requests for the untrained items emerged in the presence of natural maintaining contingencies and in the absence of instructional prompts for all but the third child in Experiment 1. This child required continued intervention on the initial request. The results suggest that for some children a sequence of intervention and the programming of natural maintaining contingencies may prove effective in promoting the discrimination of picture requests for missing items among young children with developmental disabilities.     

儿童在指物交流中对量的交流准则的掌握

采用指物交流实验方法,同时从听和说两方面考察了儿童在指物交流中对量的准则的掌握情况。被试是幼儿园大班至小学三年级共４个年级组的８０名儿童。结果显示：听、说两种能力的发展不同步,说滞后于听．在听的方面,小学一年级组已能基本按量的准则完成任务,而在说的方面,直到三年级才能较好完成任务．在说的操作中普遍出现信息缺漏和信息冗余两类错误,各组内两类错误在总错误数中的比率随年级上升而变化。低年级组信息缺漏高于信息冗余,三年级组则信息冗余高于信息缺漏。     

DOES FUNCTIONAL COMMUNICATION TRAINING COMPETE WITH ONGOING CONTINGENCIES OF REINFORCEMENT? AN ANALYSIS DURING RESPONSE ACQUISITION AND MAINTENANCE

We examined the effectiveness of functional communication training (FCT) in reducing self-injurious behavior (SIB) and in shaping an alternative (communicative) response while SIB continued to be reinforced. Following a functional analysis of 3 individuals' SIB, we attempted to teach an alternative response consisting of a manual sign to each individual, using the reinforcer that maintained SIB. When FCT was implemented without extinction, SIB remained at baseline rates for all participants, and none of the participants acquired the alternative response. When extinction was added to the training procedure, SIB decreased and manual signing increased for all participants. To determine if signing, when established, would compete with SIB when both were reinforced, extinction was then withdrawn. Signing was maintained and SIB occurred at low rates for 2 individuals, but SIB returned to baseline rates for the 3rd individual, necessitating the reimplementation of extinction. These results suggest that it may be difficult to establish alternative behaviors if inappropriate behavior continues to be reinforced, but that, when established, alternative behavior might compete successfully with ongoing contingencies of reinforcement for inappropriate behavior.