齐鲁饮食文化形态中的儒学思想

齐鲁饮食文化深受儒学思想的影响,形成了一定文化形态的饮食观念,影响人们的日常生活,并在一定的时间和空间范围内起着促进或制约社会发展的作用。齐鲁饮食习俗中“上顺天道、适时进食”的自然生态观,“长幼有序、进食有礼”的礼俗观,“敬天爱人”和谐观,“孝敬父母、以和为贵”伦理观,“以大惟美”待客观,是齐鲁饮食文化形态的主要特征,是儒学思想实现社会统治方略和社会管理的具体体现。新的历史时期,齐鲁饮食文化不断与时俱进,加强自身发展与对外交流,去粗存精引领社会饮食文化健康和谐发展。     

境遇伦理学与生命伦理决策

境遇伦理学是方法而不是体系;境遇伦理学认为任何事物正当与否,均因具体境遇而定;爱是永恒的善;爱是唯一的规范;爱同公正是一回事;爱不是喜欢;爱证明手段之正当性;爱是当时当地做决定。境遇伦理学厌恶伦理学的律法主义,反对僵硬不变的伦理规范教条;境遇伦理学对于处理生命伦理学的一些两难问题,有重要的参考意义。     

科学发展观与生态医学模式

分析了生物医学模式没有转型为生物心理社会医学模式的原因。认为生态危机背景下的医学发展模式研究,应把提高人的生命质量和改善人的生存、生活环境等相关条件,纳入视野之中,这正表现出生态医学模式的价值基础与科学发展观在根本上的一致性。以生态医学模式引领未来医学发展是实践科学发展观的必然要求和具体行动。     

Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study

Could superior self-control explain the gender difference in reading achievement favoring girls? To test this idea, we drew on a unique population-based sample (N = 11,336) where self-control was measured in kindergarten using a multimethod battery of assessments. Girls showed substantially higher levels of self-control in kindergarten (β = 0.47) and outperformed boys on standardized tests of reading achievement in third/fourth grade (β = 0.20). Further, kindergarten self-control prospectively predicted reading achievement throughout elementary school (β = 0.37). Connecting these findings, our mediation analyses revealed that the female self-control advantage in kindergarten could account for subsequent gender differences in reading achievement. Our results suggest that early gender differences in self-control may represent a key pathway through which gender disparities in reading skills, vocabulary knowledge, and reading comprehension occur.     

Quantitative assessment of drawing tests in children with dyslexia and dysgraphia

Drawing tests in children diagnosed with dyslexia and dysgraphia were quantitatively compared. Fourteen children with dysgraphia, 19 with dyslexia and 13 normally developing were asked to copy 3 figures: a circle, a square and a cross. An optoelectronic system allowed the acquisition of the drawing track in three-dimensions. The participants’ head position and upper limb movements were measured as well. A set of parameters including movement duration, velocity, length of the trace, Range of Motion of the upper limb, was computed and compared among the 3 groups. Children with dyslexia traced the circle faster than the other groups. In the cross test, dyslexic participants showed a reduced execution time and increased velocity while drawing the horizontal line. Children with dyslexia were also faster in drawing certain sides of square with respect to the other groups.     

Why Higher Working Memory Capacity May Help You Learn: Sampling,Search, and Degrees of Approximation

Algorithms for approximate Bayesian inference, such as those based on sampling (i.e., Monte Carlo methods), provide a natural source of models of how people may deal with uncertainty with limited cognitive resources. Here, we consider the idea that individual differences in working memory capacity (WMC) may be usefully modeled in terms of the number of samples, or “particles,” available to perform inference. To test this idea, we focus on two recent experiments that report positive associations between WMC and two distinct aspects of categorization performance: the ability to learn novel categories, and the ability to switch between different categorization strategies (“knowledge restructuring”). In favor of the idea of modeling WMC as a number of particles, we show that a single model can reproduce both experimental results by varying the number of particles—increasing the number of particles leads to both faster category learning and improved strategy‐switching. Furthermore, when we fit the model to individual participants, we found a positive association between WMC and best‐fit number of particles for strategy switching. However, no association between WMC and best‐fit number of particles was found for category learning. These results are discussed in the context of the general challenge of disentangling the contributions of different potential sources of behavioral variability.     

Keeping the Result in Sight and Mind: General Cognitive Principles and Language‐Specific Influences in the Perception and Memory of Resultative Events

We study how people attend to and memorize endings of events that differ in the degree to which objects in them are affected by an action: Resultative events show objects that undergo a visually salient change in state during the course of the event (peeling a potato), and non‐resultative events involve objects that undergo no, or only partial state change (stirring in a pan). We investigate general cognitive principles, and potential language‐specific influences, in verbal and nonverbal event encoding and memory, across two experiments with Dutch and Estonian participants. Estonian marks a viewer's perspective on an event's result obligatorily via grammatical case on direct object nouns: Objects undergoing a partial/full change in state in an event are marked with partitive/accusative case, respectively. Therefore, we hypothesized increased saliency of object states and event results in Estonian speakers, as compared to speakers of Dutch. Findings show (a) a general cognitive principle of attending carefully to endings of resultative events, implying cognitive saliency of object states in event processing; (b) a language‐specific boost on attention and memory of event results under verbal task demands in Estonian speakers. Results are discussed in relation to theories of event cognition, linguistic relativity, and thinking for speaking.     

On Fodor's First Law of the Nonexistence of Cognitive Science

In his enormously influential The Modularity of Mind, Jerry Fodor (1983) proposed that the mind was divided into input modules and central processes. Much subsequent research focused on the modules and whether processes like speech perception or spatial vision are truly modular. Much less attention has been given to Fodor's writing on the central processes, what would today be called higher‐level cognition. In “Fodor's First Law of the Nonexistence of Cognitive Science,” he argued that central processes are “bad candidates for scientific study” and would resist attempts at empirical analysis. This essay evaluates his argument for this remarkable claim, concluding that although central processes may well be “messier” than input modules, this does not mean that they cannot be studied and understood. The article briefly reviews the scientific progress made in understanding central processes in the 35 years since the book was published, showing that Fodor's prediction is clearly falsified by massive advances in topics like decision making and analogy. The essay concludes that Fodor's Law was not based on a clear argument for why the complexities of central systems could not be studied but was likely based on intuitions and preferences that were common in psychology at the time.     

Cognitive Task Analysis for Implicit Knowledge About Visual Representations With Similarity Learning Methods

Visual representations are prevalent in STEM instruction. To benefit from visuals, students need representational competencies that enable them to see meaningful information. Most research has focused on explicit conceptual representational competencies, but implicit perceptual competencies might also allow students to efficiently see meaningful information in visuals. Most common methods to assess students’ representational competencies rely on verbal explanations or assume explicit attention. However, because perceptual competencies are implicit and not necessarily verbally accessible, these methods are ill‐equipped to assess them. We address these shortcomings with a method that draws on similarity learning, a machine learning technique that detects visual features that account for participants’ responses to triplet comparisons of visuals. In Experiment 1, 614 chemistry students judged the similarity of Lewis structures and in Experiment 2, 489 students judged the similarity of ball‐and‐stick models. Our results showed that our method can detect visual features that drive students’ perception and suggested that students’ conceptual knowledge about molecules informed perceptual competencies through top‐down processes. Furthermore, Experiment 2 tested whether we can improve the efficiency of the method with active sampling. Results showed that random sampling yielded higher accuracy than active sampling for small sample sizes. Together, the experiments provide the first method to assess students’ perceptual competencies implicitly, without requiring verbalization or assuming explicit visual attention. These findings have implications for the design of instructional interventions that help students acquire perceptual representational competencies.