学前儿童欺骗的阶段性发展的实验研究

研究以3~6岁的学前儿童为被试,探讨学前儿童欺骗的阶段性发展。实验的研究结果说明学前儿童欺骗的发展呈阶段性,包括三个阶段:行为主义的欺骗阶段,一级信念的欺骗阶段和二级信念的欺骗阶段,其中后两个阶段都属于心理主义阶段;就年龄而论,则可以说3岁儿童处于第一阶段,4、5岁儿童处于第二阶段,6岁以后进入第三阶段。     

Foresight and the Seven Dimensions of Experience

How we understand and treat time says a great deal about our worldview. The major global crises we are enmeshed in are largely the result of dominant worldviews that do not correspond sufficiently with the realities of how the cosmos works. Although what humanity has learned through science has some areas of correspondence it does not have the requisite variety to correlate with the complexities unleashed in the Anthropocene. This is clear from the feedback that the world system is giving us in areas of, for example, climate change, species extinction, mental stress, and endemic violence. In this article it is proposed that the resulting deficiency of foresight occurs because our current notions of time and our resulting way of organizing and interpreting our world that follows from that seriously restricts our understanding where it is most needed. This article introduces an alternative view of time as only one of seven dimensions of our lived experience and opens more scope for practical as well as theoretical understanding.     

Finding Cybernetics

At mid-career as a tenured professor of modern literature, I finally found cybernetics. It was a slow-rolling revelation, a protracted unraveling, for it took me quite a while to unwrap cybernetics’ conceptual core from out of the layers of adjacent or covering discourses that had obscured or forgotten their own origins in the fecundity of cybernetic ideas. Heinz von Foerster’s relation to the Whole Earth Catalog and the systems counterculture around CoEvolution Quarterly were instrumental for my subsequent cybernetic development toward the work of Maturana, Varela, and Luhmann on the one hand, and Lovelock and Margulis on the other.     

Towards Multi-positioned Live Supervision in Family Therapy: Combining Treatment and Observation Teams with First- and Second-order Perspectives

This article describes a process of live supervision that has been designed to encourage trainees to experience competing theoretical perspectives. It involves the use of separate T (treatment) and O (observation) teams who conceptualise the same case from two broadly defined theoretical perspectives, variously called first and second order, modern and postmodern, or family systems and social constructionist. The process requires trainees to adopt multiple positions rather than identify with one perspective, and provides a basis for comparing and potentially integrating them. We provide examples of the approach, discuss important contextual issues for supervisors to consider when implementing it, and examine ways of adapting it to a wide range of training contexts.     

幼儿心理理论水平及其与抑制控制发展的关系

本研究通过经典的错误信念任务首先考察了3与4岁幼儿心理理论的发展水平;然后通过抑制控制任务探讨了幼儿心理理论发展水平与抑制控制能力发展的关系。结果表明,3、4岁在完成错误信念任务时有显著的年龄差异;通过错误信念任务的幼儿在抑制冲突的得分显著地高于没有通过错误信念的幼儿;而且除了他人的错误信念,幼儿在其他错误信念上的水平与抑制冲突成绩有显著的相关。     

Exploratory second-order analyses for components and factors

Abstract: Exploratory methods using second‐order components and second‐order common factors were proposed. The second‐order components were obtained from the resolution of the correlation matrix of obliquely rotated first‐order principal components. The standard errors of the estimates of the second‐order component loadings were derived from an augmented information matrix with restrictions for the loadings and associated parameters. The second‐order factor analysis proposed was similar to the classical method in that the factor correlations among the first‐order factors were further resolved by the exploratory method of factor analysis. However, in this paper the second‐order factor loadings were estimated by the generalized least squares using the asymptotic variance‐covariance matrix for the first‐order factor correlations. The asymptotic standard errors for the estimates of the second‐order factor loadings were also derived. A numerical example was presented with simulated results.     

3～5岁幼儿错误信念理解能力的发展趋势

基于以往支持心理理论执行功能表达论的研究结果,对标准错误信念任务修正后采用阶段性错误信念任务,运用实验法对101名3~5岁儿童进行研究。结果发现:(1)新任务保留了标准错误信念任务的优势,能勾勒出幼儿错误信念理解能力的发展趋势;(2)3~5岁儿童表现出不同层次和水平的错误信念理解能力;(3)具体分析儿童错误信念的理解能力发展的心理模式,发现每一年龄组具有的错误信念理解能力,都是其更高水平能力发展的基础,支持表达论。     

儿童信念─愿望推理的研究：争鸣与展望

儿童的信念─愿望推理是心理理论研究的主要内容。多年来,研究者对儿童信念─愿望推理的发展特征及其心理机制进行了大量研究,取得了一系列富有意义的结论。但迄今为止仍有许多问题存在争议,如：儿童究竟何时开始具有信念─愿望推理的能力？儿童在错误信念任务上从不正确到正确反应的转换机制是什么？儿童如何进行信念─愿望推理的加工？该文回顾与探讨了上述存在争鸣的问题,并在此基础上对该领域未来研究方向做了展望。     

The transitivity of choices between different response requirements

This experiment tested the transitivity of hens' choices between response requirements differing in both form and number. In a concurrent second-order schedule procedure, 6 hens chose between two alternatives by making either key-peck or door-push responses. The reinforcement rates on the two alternatives remained constant and equal throughout conditions, but the number of responses (i.e., key pecks or door pushes) required on each alternative was varied by changing the second-order (fixed-ratio) requirements. The preferences obtained from two pairings of response requirements allowed prediction of the preferences expected in a third pairing. No intransitivities were found, implying that the response requirements lie on a common unitary scale of value. For response-based measures, the obtained preferences varied evenly around perfect, multiplicative prediction, and all satisfied strong transitivity, implying an underlying interval scale of value. For time-based measures, only moderate transitivity was satisfied, implying only an ordinal scale of value. Time-based measures were confounded with the differing times taken to complete each response requirement. The existence of such scales indicates that direct comparisons of different response requirements may be possible.     

Effects of d-amphetamine on responding under second-order schedules of reinforcement with paired and nonpaired brief stimuli.

Three pigeons were studied under a multiple schedule in which pecks in each component were reinforced according to a variable-interval 120-s second-order schedule with fixed-interval 60-s units. In the first component of the multiple schedule, the completion of a fixed interval produced either food or a 4-s change in key color plus houselight illumination. In the second component an identical schedule was in effect, but the stimulus was a 0.3-s change in key color. Both long and short brief stimuli were not paired with food presentations in Conditions 1 and 3 and were paired with food in Condition 2. There were no consistent differences in response patterns under paired and nonpaired brief-stimulus conditions when the stimulus was a 4-s change in key color accompanied by houselight illumination. However, pairing the 0.3-s key-color change with food presentations resulted in higher indices of curvature and lower response rates in the early segments of the fixed interval than when the stimulus was not paired with food presentations. Low doses of d-amphetamine (0.3 and 1 mg/kg) produced small and inconsistent increases in overall response rates, and higher doses (3 and 10 mg/kg) decreased overall response rates. d-Amphetamine altered response patterns within fixed intervals by decreasing the indices of curvature and increasing response rates in the early segments of the fixed interval. Response rates and patterns under paired and nonpaired brief-stimulus conditions were not differentially affected by d-amphetamine. Thus, evidence for the enhancement of the conditioned reinforcement effects of psychomotor stimulant drugs was not found with the second-order schedules used in the present study.