时间隐喻的语义层次网络模型研究

本研究采用启动技术考查了上级时间隐喻对下级时间隐喻的启动效应。结果发现不管是在反应时还是在意义相关程度的评定上。时间根概念隐喻的启动效应明显次于基本概念隐喻的启动效应。而基本概念隐喻的启动效应又明显低于派生隐喻的启动效应。这验证了时间隐喻的语义层次网络模型。     

Phantasies, Neurotic-Beliefs, and Beliefs-Proper

This paper presents a philosophical analysis of three cognitive states familiar and important to psychoanalysts—phantasy, neurotic-belief, and belief-proper. It explores the differences among these three propositional attitudes and finds that the development of secondary process capacities of reality testing and truth directness out of earlier primary process operations (themselves prior to considerations of truth or falsity) plays a crucial role. Difficulties in the proper typing of cognitive states are discussed, as are the consequences of such confounds. This use of a philosophical method serves to sharpen the familiar psychoanalytic clinical concepts of phantasy and neurotic-belief. In addition, these same clinical concepts, once properly specified, have much to offer the philosophy of mind, where current understanding of representational cognitive states is restricted to those that are largely conscious and rational. When psychoanalytic concepts such as phantasy and neurotic-belief can be better integrated within the discipline of philosophy of mind, both philosophers and psychoanalysts will have a more complete and adequate theory of mind.     

Emergence of representational activity during the early drawing stage: process analysis

This study analyzed the process underlying the emergence of representational drawing. Eighty-seven children aged 1–3 years were asked to color or draw either a simple picture (P) or a contour for an object (DC) in a shared task. After that, they were asked to draw their mother on a blank sheet of paper in a no drawn contour task (NC). Whereas 1½- and 2-year-olds were more successful in the P task than in the DC task, the 2½- and 3-year-olds were successful in both. The 2-year-olds were better in the DC than the NC task. The results show that 1½- and 2-year-olds can extract the component parts of a drawing even though they cannot produce them and children over 2½ years old can organize these components into a drawing by themselves. These findings indicate that representational drawing is based on the extraction of the component parts and the acquisition of the drawing ability to combine the parts into a drawing and that the beginnings of representational drawing are found in 1½- and 2-year-old children.     

The Effect of Episodic Future Thinking on Learning Intention: Focusing on English Learning Goal-Relevant Future Thinking in University Students1,2

We examined the effects of episodic future thinking related to achieving important learning goals on university students' learning intentions. Japanese university students (N = 70) participated in this experiment. Participants in the episodic future thinking condition were asked to imagine and describe events they would experience if they achieved their goals. In the semantic future thinking condition, we asked participants to describe their future selves after university graduation and rate the relevance of their future selves to their learning goals. Participants were then asked to respond to the learning intentions measures. Participants in the control condition responded to the measures of learning intentions after completing a questionnaire unrelated to future thinking. When the importance of goal attainment was high, participants in the episodic future thinking condition planned to study for significantly longer than those in the other conditions. Episodic future thinking related to achieving important learning goals strengthens learning intentions more than simple awareness of the future self and learning goals.     

二语词汇熟悉度在双语者语义通达中的调节作用

先前很多研究表明熟练双语者可以直接通达其二语词汇的概念意义,非熟练双语者需要借助一语词汇间接通达其二语词汇的概念意义,这很可能是双语者二语词汇的熟悉度在其中发挥了调节作用。本研究使用跨语言重复启动范式考察了双语者对不同熟悉程度的二语词汇的语义通达方式。实验１以非熟练中英双语者为被试,实验２以熟练中英双语者为被试。总的结果发现,无论非熟练双语者还是熟练双语者,其在通达二语词汇概念意义时采用哪一种方式受词汇熟悉度的调节,当词汇熟悉度较高时,选择直接通达,当词汇熟悉度较低时,选择间接通达。本研究进一步支持和丰富了晚期双语者双语记忆表征中的语义通达方式从本质上属于经验性变化的观点。     

非注意状态下拓扑性质优先加工的电生理学证据

采用ERP技术并运用跨通路延迟反应范式来探讨拓扑性质知觉理论在非注意状态下是否成立,发现存在视觉MMN且视觉系统在非注意状态下对拓扑性质的加工比颜色加工更早,表明与局部属性(颜色)相比,拓扑性质在无意识中优先得到加工,拓扑性质知觉理论在非注意状态下是成立的。     

Territories of schooling and schooling territories in contexts of extreme urban poverty in Argentina: Between management and abjection

We are living in a time when large masses of workers have become large masses of the unemployed and, to borrow Butler’s term, their bodies constitute an army of bodies that don’t matter. This is probably one of the greatest dilemmas in our society, in the globalized world and in regions like Latin America in particular. In the framework of governmentality studies, this paper presents advances in research geared towards characterizing schooling practices in contexts of extreme urban poverty, specifically in an area on the outskirts of Buenos Aires (Argentina) with one of the highest concentrations of shantytowns. Starting in the late 1960s with the crisis in Fordism and the closing of factories, a dense population has come to inhabit these urban spaces in the midst of a process of extreme decay. I will focus, in this work, on the characteristics that I understand to distinguish the pedagogical devices and processes of subjectivation bound to the configuration of these abject territories.     

潮汕话-普通话双言者的词汇习得年龄效应

采用潮汕话-普通话双言者为被试, 通过3个实验, 考察了词汇习得年龄效应。实验1采用汉字命名和图片命名范式, 证实了在双言者的两种语言中都存在词汇习得年龄效应。实验2和实验3分别采用语义范畴判断及声母监控任务, 在语义层面及语音层面检验了双言者的两种语言的词汇习得年龄效应的特点。结果表明, 在语义任务上发现了词汇习得年龄效应, 在语音任务上未发现。整个研究表明, 语义在汉语词汇习得年龄效应产生中具有重要作用, 支持了语义假设。     

The structure of semantic meaning: A developmental study

According to the “Semantic Differential” the connotative meaning of words can be quantified in statistically defined dimensions where every word is uniquely located on the dimensions Evaluation (E), Potency (P), and Activity (A). We studied 249 children between 9 and 18 years of age who rated 72 German nouns on 12 bipolar adjective scales. Three age groups were compared: 9–11, 12–14, and 15–18 years. Varimax‐rotated factor analysis yielded the classical EPA dimensions that were independent of age. This indicates that the basic structure and dimensionality of the semantic space is stable. On the other hand, the connotative meaning of individual words changed with age, and it was also affected by gender. In about half of the cases boys differed in their ratings from girls. Our data confirm that the EPA structure is stable, and is not affected by age. Development of connotative meaning or emotion is reflected, however, by systematic changes of the factor scores of individual words over the 10 years span studied.     

Embodied metaphor and the “true” self: Priming entity expansion and protection influences intrinsic self-expressions in self-perceptions and interpersonal behavior

Drawing on conceptual metaphor perspectives and embodied cognition theories, we proposed that the intrinsic self-concept-who people think they truly are-is represented metaphorically as a physical entity, and that expressions of the intrinsic self-concept are therefore conceptualized in terms of entity activity. Using an empirical strategy for experimentally investigating conceptual metaphor, we tested whether exposure to pictorial primes depicting entity expansion and protection produces metaphor-consistent effects on self-perceptions and interpersonal behaviors expressive of the intrinsic self-concept. In Study 1, participants primed with entity expansion perceived themselves as more self-actualized and less concerned with satisfying extrinsic contingencies of self-esteem. Study 2 showed that this effect was mediated by the increased accessibility of the concept entity expansion. In Study 3, expansion-primed participants conformed less to other people's opinions. In Study 4, participants primed with entity protection were less willing to disclose intimate, but not non-intimate, self-knowledge to a stranger.