Target localization after saccades and at fixation: Nontargets both facilitate and bias responses

ABSTRACT

The image on our retina changes every time we make an eye movement. To maintain visual stability after saccades, specifically to locate visual targets, we may use nontarget objects as “landmarks”. In the current study, we compared how the presence of nontargets affects target localization after saccades and during sustained fixation. Participants fixated a target object, which either maintained its location on the screen (sustained-fixation trials), or displaced to trigger a saccade (saccade trials). After the target disappeared, participants reported the most recent target location with a mouse click. We found that the presence of nontargets decreased response error magnitude and variability. However, this nontarget facilitation effect was not larger for saccade trials than sustained-fixation trials, indicating that nontarget facilitation might be a general effect for target localization, rather than of particular importance to post-saccadic stability. Additionally, participants’ responses were biased towards the nontarget locations, particularly when the nontarget-target relationships were preserved in relative coordinates across the saccade. This nontarget bias interacted with biases from other spatial references, e.g., eye movement paths, possibly in a way that emphasized non-redundant information. In summary, the presence of nontargets is one of several sources of reference that combine to influence (both facilitate and bias) target localization.     

A Minimalist Theory of Truth

This article, after briefly discussing Alfred Tarski's influential theory of truth, turns to a more recent theory of truth, a deflationary, or minimalist, theory. One of the chief elements of a deflationary, or minimalist, theory of truth is that it replaces the question of what truth is with the question of what “true” does. After setting out the central features of the minimalist theory of truth, the article explains the motivation for opting for such a position. In addition, it provides some reasons for thinking that such a theory of truth is “minimal” or “deflationary” in the way that contemporary truth theorists have claimed it to be.     

On the Logic of Classes as Many

The notion of a "class as many" was central to Bertrand Russell's early form of logicism in his 1903 Principles of Mathematics. There is no empty class in this sense, and the singleton of an urelement (or atom in our reconstruction) is identical with that urelement. Also, classes with more than one member are merely pluralities — or what are sometimes called "plural objects" — and cannot as such be themselves members of classes. Russell did not formally develop this notion of a class but used it only informally. In what follows, we give a formal, logical reconstruction of the logic of classes as many as pluralities (or plural objects) within a fragment of the framework of conceptual realism. We also take groups to be classes as many with two or more members and show how groups provide a semantics for plural quantifier phrases.     

空间知觉的透视理论

空间知觉与人在观察时的认知过程和透视结构有关,它还涉及不同参照系统信号之间的连续转换,运动自我透视和运动时间透视与整体和局部透视类似。视觉输入以视网膜协调的方式进行编码,来自每只眼睛的网膜中心值需要整合并与眼睛位置和眼动的信号相混合,形成自我中心信号。自我中心信号进一步转化为一个三维协调系统——自我中心参照系统。视觉系统的神经输出是地球中心信号。     

A new look at the syntax-discourse interface: the use of binding principles in sentence processing

Within Generative Grammar, binding constraints on co-reference are usually defined in syntactic terms. However, some researchers have pointed out examples in which syntactically defined binding constraints do not seem to apply, proposing instead that a complete account of linguistic co-reference needs to consider notions of discourse structure. There have been several proposals in the literature for the division of labor between syntax and discourse in the definition of binding constraints. In this paper, we review these proposals in the context of recent work that applies on-line techniques to explore the roles of syntactic and discourse preferences in terms of the time course with which they become active during sentence comprehension. Some of this research suggests that (syntactic) binding principles may be momentarily applied during processing, even in cases in which the final interpretation suggests otherwise. We end the paper by considering the theoretical and methodological implications of this view.     

成就目标定向在学业自我概念与学业成绩关系中的调节作用:基于内/外参照模型

为了探究成就目标定向在学业自我概念与学业成绩关系中的调节作用,采用语文学业自我概念量表、数学学业自我概念量表和成就目标定向量表对1515名初中生进行测查。结果显示：(1)初中生语文-数学学业自我概念建构过程符合内/外参照模型(Internal/External Frame of Reference Model, I/EM);(2)掌握回避对I/EM的维度比较路径存在调节作用,掌握回避得分越高越易受维度比较效应的影响,该现象对于语文成绩和数学成绩相对差的学生更明显;(3)成绩回避对I/EM的社会比较路径存在调节作用,成绩回避得分越高越不易受社会比较效应的影响,该现象对于语文成绩和数学成绩相对好的学生更明显。本研究揭示了持有不同成就目标定向的初中生在学业自我概念建构过程中的差异,对引导初中生建构积极学业自我概念具有重要启示。     

SERIOUSLY, BUT NOT LITERALLY: PRAGMATISM AND REALISM IN RELIGION AND SCIENCE

Abstract. Critical realists would have us believe that representations have a connection to the world, that of truth or reference for example, which is independent of their usefulness to us. They would have us believe further that knowledge about this connection serves to put religion and science in their proper places with respect to one another. This essay raises pragmatic objections to these belief's.     

EXPERIENCE AND EXPLANATION: THE JUSTIFICATION OF COGNITIVE CLAIMS IN THEOLOGY

Abstract. The justification of cognitive claims in theology can be dealt with adequately only if the epistemological issues of metaphorical reference, experiential adequacy, and explanatory progress are seen as crucial problems for the more encompassing problem of rationality in theology. In order to guarantee any claim to reality depiction the theologian will have to argue for a plausible theory of reference on the basis of interpreted religious experience. In this discussion important analogies between the rationality of theological theorizing and the rationality of science are revealed.     

汉语儿童人称代词的获得

本文作两个方面的研究。研究一用追踪录音方法记录5名半岁到3岁半幼儿获得人称代词的过程。结果表明:汉语儿童一般在1岁半到3岁半这期间逐步掌握人称代词,顺序是从“我”、“你”到“他”。研究二用实验方法探讨28名3—4岁儿童掌握单数人称代词的情况。结果表明:儿童4岁时人称代词获得有一个发展比较迅速的时期。到这一年龄阶段,儿童对人称代词的掌握已比较完善。在以上两项研究的基础上,探讨和总结了汉语儿童人称代词发展的特点和规律以及语言的普遍性。