高师学生学习倦怠现状的调查研究

本研究旨在探讨高师学生学习倦怠状况。用连榕等参照Maslach的量表编制的《大学生学习倦怠调查量表》对716名高师学生进行问卷情况。结果表明：高师学生的学习倦怠处于中等程度。男生的情绪低落显著高于女生;不同年级的学生在学习倦怠的各个维度上差异显著;术科学生比文理科学更有成就感;城镇学生的学习倦怠程度显著高于农村学生。     

A Deep Inference System for the Modal Logic S5

We present a cut-admissible system for the modal logic S5 in a formalism that makes explicit and intensive use of deep inference. Deep inference is induced by the methods applied so far in conceptually pure systems for this logic. The system enjoys systematicity and modularity, two important properties that should be satisfied by modal systems. Furthermore, it enjoys a simple and direct design: the rules are few and the modal rules are in exact correspondence to the modal axioms. Presented by Heinrich Wansing     

Parsing Pregroup Grammars and Lambek Calculus Using Partial Composition

The paper presents a way to transform pregroup grammars into contextfree grammars using functional composition. The same technique can also be used for the proof-nets of multiplicative cyclic linear logic and for Lambek calculus allowing empty premises.     

Analytic Tableau Systems and Interpolation for the Modal Logics KB, KDB, K5, KD5

We give complete sequent-like tableau systems for the modal logics KB, KDB, K5, and KD5. Analytic cut rules are used to obtain the completeness. Our systems have the analytic superformula property and can thus give a decision procedure. Using the systems, we prove the Craig interpolation lemma for the mentioned logics.     

Critical thinking in North America: A new theory of knowledge,learning, and literacy

The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic of the questions and problems they face and hence how to adjust their thinking to those problems. They do not learn how to enter sympathetically into the thinking of others, nor how to deal rationally with conflicting points of view. They do not learn to become critical readers, writers, speakers and listeners. They do not learn how to use their native languages clearly, precisely, or persuasively. They do not, therefore, become literate, in the proper sense of the word. Neither do they gain much in the way of genuine knowledge since, for the most part, they could not explain the basis for what they believe. They would be hard pressed to explain, for example, which of their beliefs were based on rational assent and which on simple conformity to what they have been told. They have little sense as to how they might critically analyze their own experience, or identify national or group bias in their own thinking. They are much more apt to learn on the basis of irrational than rational modes of thought. They lack the traits of mind of a genuinely educated person: intellectual humility, courage, integrity, perseverance, and faith in reason.Happily, there is a movement in education today striving to address these problems in a global way, with strategies and materials for the modification of instruction at all levels of education. At its foundation is an emerging new theory of knowledge, learning, and literacy, one which recognizes the centrality of independent critical thinking to all substantial learning, one which recognizes that higher-order, multilogical thinking is as important to childhood as to adult learning, and as important to foundational learning in monological as in multilogical disciplines. This educational reform movement is not proposing an educational miracle cure, for its leading proponents recognize that many social and historical forces must come together before the ideals of the critical thinking movement will become a full academic reality. Schools do not exist in a social vacuum. To the extent that the broader society is uncritical so, on the whole, will be society's schools. Nevertheless, the social conditions necessary for fundamental changes in schooling are increasingly apparent. The pressure for fundamental change is growing. Whether and to what extent these needed basic changes will be delayed or side-tracked, thus requiring new periodic resurgences of this movement, with new, more elaborate articulations of its ideals, goals, and methods — only time will tell.     

Cut-free tableau calculi for some propositional normal modal logics

We give sound and complete tableau and sequent calculi for the prepositional normal modal logics S4.04, K4B and G ⁰(these logics are the smallest normal modal logics containing K and the schemata A A, A A and A ( A); A A and AA; A A and ((A A) A) A resp.) with the following properties: the calculi for S4.04 and G ⁰are cut-free and have the interpolation property, the calculus for K4B contains a restricted version of the cut-rule, the so-called analytical cut-rule.In addition we show that G ⁰is not compact (and therefore not canonical), and we proof with the tableau-method that G ⁰is characterised by the class of all finite, (transitive) trees of degenerate or simple clusters of worlds; therefore G ⁰is decidable and also characterised by the class of all frames for G ⁰.Research supported by Fonds zur Förderung der wissenschaftlichen Forschung, project number P8495-PHY.Presented by W. Rautenberg     

The finite model property for BCI and related systems

We prove the finite model property (fmp) for BCI and BCI with additive conjunction, which answers some open questions in Meyer and Ono [11]. We also obtain similar results for some restricted versions of these systems in the style of the Lambek calculus [10, 3]. The key tool is the method of barriers which was earlier introduced by the author to prove fmp for the product-free Lambek calculus [2] and the commutative product-free Lambek calculus [4].Presented by H. Ono     

A modern elaboration of the ramified theory of types

The paper first formalizes the ramified type theory as (informally) described in the Principia Mathematica [32]. This formalization is close to the ideas of the Principia, but also meets contemporary requirements on formality and accuracy, and therefore is a new supply to the known literature on the Principia (like [25], [19], [6] and [7]).As an alternative, notions from the ramified type theory are expressed in a lambda calculus style. This situates the type system of Russell and Whitehead in a modern setting. Both formalizations are inspired by current developments in research on type theory and typed lambda calculus; see [3].Supported by the Co-operation Centre Tilburg and Eindhoven Universities. ¹[32], Introduction, Chapter II, Section I, p. 37.Presented by Wolfgang Rautenberg     

Statistical inference based on latent ability estimates

The quality of approximations to first and second order moments (e.g., statistics like means, variances, regression coefficients) based on latent ability estimates is being discussed. The ability estimates are obtained using either the Rasch, or the two-parameter logistic model. Straightforward use of such statistics to make inferences with respect to true latent ability is not recommended, unless we account for the fact that the basic quantities are estimates. In this paper true score theory is used to account for the latter; the counterpart of observed/true score being estimated/true latent ability. It is shown that statistics based on the true score theory are virtually unbiased if the number of items presented to each examinee is larger than fifteen. Three types of estimators are compared: maximum likelihood, weighted maximum likelihood, and Bayes modal. Furthermore, the (dis)advantages of the true score method and direct modeling of latent ability is discussed.     

Eine Auch Sich Selbst Missverstehende Kritik: Über das Reflexionsdefizit Formaler Explikationen

The criticism formulated by L. B. Puntel concerning the theory of dialectic proposed by the author is rejected. Puntel's attempt at explicating predication by means of (second order) predicate logic fails: It misjudges predication being already presupposed for the possibility of predicate logic, thus belonging to the transcendental conditions of formal predicate logic, so that predication itself cannot be further explicated by means of such logic. What is in fact criticized by Puntel is something like an artefact of formalization. The unreflected application of formal logic here generates problems instead of solving them.