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151.
By Ted Peters 《Dialog》2005,44(1):69-80
Abstract: Langdon Gilkey died on November 19, 2004. This "Theology Update" reviews his career and examines elements in his systematic theology such as: (1) fallenness in human nature; (2) the transcendence and graciousness of God: (3) the Neo‐Orthodox agenda; (4) creation and the dialogue with science; and (4) inter‐religious dialogue. Gilkey's theological method of responding to human experience with the Christian message through a process of interpreting symbols is critically evaluated. This article is published simultaneously in Dialog and Theology and Science . 相似文献
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153.
Children under 3½ years of age or so are often thought to produce the same types of scribbles for writing and drawing. We tested this idea by asking Chinese 2- to 6-year-olds to write and draw four targets. In Study 1, Chinese adults judged the status of the productions as writings or drawings. The adults performed significantly above the level expected by chance even with the productions of 2- to 2½-year-olds. In Study 2, we examined specific characteristics of the children’s writings and drawings. Although the younger children’s scribbles bore little resemblance to the correct characters, they tended to be smaller, sparser, and more angular than their artwork, with less filling in. Differences were also found in paper use and implement use. Children did not appear to distinguish writing from drawing for their own names before they did so for other targets. 相似文献
154.
The aim of this paper is twofold. First, we provide a methodological pathway from theories of situated, embodied cognition to simulations with an eye to empirical evidence, and suggest a possible cross-fertilization between cognitive robotics and psychology. Psychological theories, in particular those formulated at an abstract level, include models which are often severely underspecified at the level of mechanisms. This is true in the synchronic, constructive perspective (how can the effects observed in experiments be concretely generated by the model's mechanisms?) and in the diachronic, developmental perspective (how can such mechanisms be learned and developed?). The synthetic method of artificial cognitive systems research, and in particular of cognitive robotics, can complement research in psychology (and neurosciences) by exploring the constructive and developmental aspects of theories. Our second aim is to provide an example of such a methodology by describing simulations aiming at developing a perceptual symbol system (PSS) (Barsalou, 1999). We then describe the two main theoretical constructs of the PSS, perceptual symbols and simulators, illustrate their development in an artificial system, and test the system in prediction, categorization, and abstraction tasks. 相似文献
155.
Jonathan R. Harrison 《Journal of religion and health》2006,45(1):73-92
Western psychotherapy tends to regard the mind and mental distress in terms of differing theoretical models. Mental distress can be also be usefully viewed as the result of erroneous reification—the confusing of symbols and concepts with reality. This paper describes the theory and practice of analytic meditative therapy. Inspired by non-dual Buddhist and other eastern wisdom traditions, it uses meditative and cognitive processes to control anxiety, deconstruct reified symbols and encourage contemplative resting in non-dual mental space, where reality and its appearance are coemergent and coalesced but distinct, and healing occurs naturally without the need for any specific additional effort.Jonathan R. Harrison was born in Manchester, England in 1943. He has a master’s degree in physics and mathematics from the University of Edinburgh, Scotland. He studied non-dual therapy with Dr. Peter Fenner in France and Israel and during a personal retreat at a Tibetan Buddhist monastery in India. Inspired by non-dual Buddhist and other wisdom traditions—Dzogchen and Mahamudra, Zen and Madhyamika, Advaita and Taoism—he currently lives and works in Israel, teaching analytical meditative therapy to individuals and groups. 相似文献
156.
An alternating treatments design was used to compare the effects of a 1-s and a 5-s paced intervention on rates of letter naming by English Language Learners (ELL). Participants were four kindergarten students performing below the average letter naming level and learning rate than other ELL classmates. The fast paced intervention consisted of a 1-s paced letter modeling and 1-s response wait time combined with a 1-s intertrial interval. Alternatively, the slower paced intervention consisted of 5-s modeling, response wait time, and intertrial intervals. For three students, the 5-s paced intervention resulted in greater increases in letter naming rates as compared to the 1-s intervention and baseline condition. All students first obtained the mastery criterion level during the 5-s intervention. 相似文献
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158.
Charles Ess 《Metaphilosophy》2002,33(1&2):229-253
I expand the metaphor of computing as philosophical laboratory by exploring philosophical insights gleaned from examining computer-mediated communication (CMC) technologies in terms of the cultural values and communicative preferences they embed, as well as their interactions with the values and preferences that define diverse cultures in which the technologies are deployed. These empirically grounded data provide new insights for debates in philosophy of technology, notions of the self, and epistemology. This approach to utilizing data drawn from the cultural encounters facilitated by CMC technologies further suggests more ambitious ways of making philosophical use of CMC venues as a laboratory for testing and refining basic claims and hypotheses. The approach also uncovers other grounds that should encourage philosophers to become interdisciplinarians – not only for the sake of perhaps developing new sorts of insights and even forms of knowledge but also in order to shape and contribute to a global ethic and a Socratic education needed to sustain cultural diversity as CMC envelops the globe. 相似文献
159.
Carol A. Kusché 《Journal of Applied Psychoanalytic Studies》2002,4(3):283-301
For over a century, psychoanalysis has improved the lives of many individuals, as well as humanity in general. However, the great potential for psychoanalysis to vastly enhance cultural evolution has not yet been actualized. Employing psychoanalysis in the service of prevention could assist with this goal if it could be made exportable, user-friendly, and available to a large segment of the population. PATHS (Promoting Alternative THinking Strategies) is one specific application of psychoanalytic prevention that was developed with these objectives in mind. PATHS is a comprehensive, developmentally-based curriculum for teachers to use in their classrooms with latency-aged children throughout the elementary school years. Some of the major goals of PATHS include teaching emotional literacy, improving social competence, alleviating and preventing emotional distress and behavior problems, reducing risk factors, improving classroom atmosphere, enhancing student–teacher relationships, and promoting optimal development. The present paper provides an overview of the content and process of PATHS, discusses PATHS as psychoanalytic prevention, and summarizes research conducted with PATHS over the past 15 years. It is suggested that emotional literacy is now critical for our basic knowledge repertoire and that children not taught this information will likely be at a distinct disadvantage as adults. 相似文献
160.
Primavera J 《American journal of community psychology》2004,33(3-4):181-191
All too often the reports of our community research and action are presented in an ahistorical and decontextualized fashion focused more on the content of what was done than on the process of how the work was done and why. The story of the university-community partnership and the family literacy intervention that was developed illustrates the importance of several key process variables in project development and implementation. More specifically, the role of the social-ecological context, prehistory, personality, self-correction, and unexpected serendipitous events are discussed. If, as community psychologists, we are serious about conducting our work in the most efficient and effective manner possible, if we truly wish to make our work available for replication, and if we seek to develop standards of "best practice" that are meaningful, our communication regarding process must shift from the anecdotal to a position of central importance. 相似文献