试论束皙之赋及其人品

束皙的赋作是六朝赋史中的特立独行者,选材的独特、语言的质朴使他在崇尚绮丽繁缛文风的西晋赋坛饱受争议。本文以为．正是柬皙赋中的这些迥异于时的因素使得他“代表了西晋文学非主流的一端”,对赋体表现空间的拓展及其功能的完善做出了贡献。     

The relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms

The aim of the present study was to investigate the relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms. The mathematical language input provided by 35 kindergarten teachers was examined with 9 different input categories. The results of this study indicate that the role of each of these math talk categories is not as straightforward as was hypothesized. Although significant positive relations were found for math talk categories such as cardinality and conventional nominatives, the relations between the categories' calculation and number symbols and children's score on specific number sense tasks were negative. Moreover, a large diversity in math talk was negatively related to kindergartners' number sense acquisition. These results suggest that teachers should be careful and selective with the amount of math talk that they offer to young children.     

Crimes and Punishments

Every criminal act ought to be matched by a corresponding punishment, or so we may suppose, and every punishment ought to reflect a criminal act. We know how to count punishments. But how do we count crimes? In particular, how does our notion of a criminal action depend on whether the prohibited action is an activity, an accomplishment, an achievement, or a state?     

Human Rights and the Citizen of the Kingdom of Heaven

This article argues for a new Christian theological rationale for human rights that takes into account serious contemporary critiques of rights language. Human rights derive from our being made in the image of God. But rather than being static metaphysical properties which humanity possesses, they form a moral language about the image of God, which must be constantly refashioned to suit the times. Furthermore, the human community to which these rights belong is not mere created humanity, but instead the humanity of the eschatological kingdom of heaven, of which the ecumenical church is the messenger. The ecumenical task, then, is to articulate a more holistic conception of what the image of God means to ensure that human rights language does not become narrowly sectarian.     

Transfert de la conscience morphologique de l’arabe langue première au français langue seconde au cours des trois premières années d’apprentissage

There is a great deal of evidence to support the role of morphological awareness in reading development. However, towards second language acquisition, transfer of morphological awareness from first to second language (L1 to L2) is still discussed. The underlying question concerns the extent to which morphological awareness is a specific or universal process, and its dependence of linguistic features. The aim of this study is to examine cross-linguistic transfer of morphological awareness from Arabic L1 to French L2 (morphological awareness and word reading) at different level of learning French L2 (F_L2). 106 Tunisian children, whose first language is Arabic, in 1st (n = 29; mean age; 8; 10 years), 2nd (n = 33; mean age; 9; 9 years) or 3rd year (n = 44; mean age; 10; 10 years) of learning F_L2 participated to this study. Their morphological awareness (inflectional or derivational oddity detection tasks) and their performance in word reading (one minute test) were assessed in standard Arabic and French, as well as their vocabulary knowledge in French. A series of fixed-order hierarchical regression analysis was performed on derivational awareness performances, inflectional awareness performances and word reading performances in F_L2, controlling for effects of other important variables (e.g. French vocabulary, French morphological awareness with word reading scores as outcome variable and French inflectional or derivational awareness with French inflectional or derivational awareness scores as outcome variable respectively, Arabic word reading, etc.). Results show significant contributions of L1 morpho-derivational awareness on F_L2 morpho-derivational awareness in 2nd year (12%), and of L1 morphological awareness on reading words F_L2 in 3^rd year (5%). These results confirm the cross-linguistic transfer of morphological awareness, particularly derivational, from L1 to L2 among alphabetic — but orthographically and morphologically distances — languages. They also suggest that such a transfer could be relatively limited. It could appear during learning process after achieving a threshold in F_L2 and before specific L2 skills take place. Thus, beyond the morphological opacity of Arabic (nonlinear morphology) and linguistic distance between Arabic and French, the morphological transfer could appear on rich and important morphological dimension in L1 and suggest dealing with the nature of cross-linguistic abilities in depth.     

Philosophy for Computers: Some Explorations in Philosophical Modeling

Philosophical modeling has a long and distinguished history, but the computer offers new and powerful prospects for the creation and manipulation of models. It seems inevitable that the computer will become a major tool in future philosophical research. Here I offer an overview of explorations in philosophical computer modeling that we in the Group for Logic and Formal Semantics at SUNY Stony Brook have undertaken: explorations regarding (1) the potential emergence of cooperation in a society of egoists, (2) self-reference and paradox in fuzzy logic, (3) a fractal approach to formal systems, and (4) on-going explorations with models for the emergence of communication. The attempt is not to give a detailed report on any of these but to give a bird s-eye view of them all, emphasizing the general form that the models take, the philosophical motivations behind them, and the kinds of philosophical results that they may have to offer.     

The Possibility of Meaning in Human Evolution

Science undermines the certitude of non-naturalistic answers to the question of whether human life has meaning. I explore whether evolution can provide a naturalistic basis for existential meaning. Using the work of philosopher Daniel Dennett and scientist Ursula Goodenough, I argue that evolution is the locus of the possibility of meaning because it has produced intentionality, the matrix of consciousness. I conclude that the question of the meaning of human life is an existentialist one: existential meaning is a product of the individual and collective tasks human beings undertake.     

Teaching children with autism to ask questions about hidden objects

We taught 2 4‐year‐old children with autism to ask questions of an adult who held a closed box with a toy inside. The treatment package (modeling, prompting, and reinforcement) was evaluated with a multiple baseline design across the three question forms during training, generalization, and follow‐up evaluations. The first question form (“What's that?”) produced the name of the hidden item. The second form (“Can I see it?”) produced sight of it, and the third form (“Can I have it?”) produced the item itself. Both children learned to ask questions about hidden objects.     

PARENTAL TRAINING OF THE PLURAL MORPHEME IN NORMAL TODDLERS1

Experimental studies with young normal children can provide useful strategy for the functional analysis of language. Research by Whitehurst (Journal of Experimental Child Psychology, 1972, 13 , 502–515) exemplifies this approach, in which 2-yr-old children were exposed to a training procedure that involved imitation and differential reinforcement for a two-word productive sequence of the adjective-noun form. Results indicated that these young children could be trained to produce rudimentary novel utterances that were grammatically appropriate. More recently, Hursh and Sherman (Journal of Experimental Child Psychology, 1973, 15 , 328–339) reported the existence of a functional relationship between parental modelling and reinforcement of vocalizations, and increased instances of these vocalizations in young (15- to 20-month-old) children. These demonstrations relate to a summary of findings with linguistically deviant populations discussed by Sherman (Advances in Child Development, 1971). The present study attempts to extend these “generative” investigations to normal children and to provide useful information for those interested in teaching speech forms to them. Modelling and differential reinforcement were used by three mothers to establish the use of the plural morpheme in the speech of their 19- to 25-month-old children. During training trials, verbal praise was presented contingent on correct labelling of singular and plural items, while correct labelling was modelled if the child responded incorrectly. Children learned to label specifically trained sets of singular and plural items and also exhibited correct labelling when asked to label never-trained singular and plural items. After establishing correct usage, the same training procedures were used to train reversed labelling (plural responses to single items and singular responses to plural items). This produced a corresponding reversal of responding (both trained and untrained items) by each child for the plural items but not for singular items. Correct singular and plural labelling was recovered by returning to the initial procedures.