运用规则空间模型识别解题中的认知错误

运用规则空间模型识别学生解题中的认知错误,该模型将认知心理学,项目反应理论和数据库的代数理论相结合,将被试的二值反应模式映射为笛卡尔乘积空间的一组序偶,然后计算被试和错误规则在该空间的代表性位置之间的马氏距离,并通过贝叶斯决策准则划分被试的错误类型,根据６４４名中学生对３０个数学题目的反应,识别出其中８６％的学生可以被划分人１８种认知错误类型中。     

BURHOE AND SHAPLEY: A COMPLEMENTARITY OF SCIENCE AND RELIGION

Abstract. The development of Ralph Wendell Burhoe's philosophy of religion and science occurred in the shadow of the continuing dialogue about the place of science in American society. Like his friend and mentor, Harvard astronomer Harlow Shapley, Burhoe was distressed and intrigued by the troubled postwar relations between science and religion. Unlike Shapley, however, Burhoe sought to create a new modernism, a blend of religion and science that would allow each to develop and complement the other.     

CONTRIBUTIONS OF TIPLER'S OMEGA POINT THEORY

Abstract. An attempt to discover what can be learned from the recent work of Frank Tipler on the Omega Point theory requires an analysis of his framework of understanding from scientific, philosophical, and theological perspectives. A critique of his crucial ideas, and of the salient points raised by some of his critics, can then be undertaken within the compass of his strengths. A critique of the critiques of Tipler's work allows one to evaluate the extent and limitations of his contributions.     

The paradox of preference for unreliable reinforcement: The role of context and conditioned reinforcement

We discuss Belke and Spetch's (1994) work on choice between reliable and unreliable reinforcement. The studies by Belke and Spetch extend a line of basic research demonstrating that under certain experimental conditions in a concurrent chains procedure, pigeons prefer an alternative that produces unreliable reinforcement. The authors describe the variables that influence preference for unreliable reinforcement, including the signaling and the duration of the reinforcement schedules, the context in which the signaling stimuli occur, and the effects of conditioned reinforcement. Hypothetical applied examples that address these variables are provided, and their influence on preference for unreliable reinforcement in humans is discussed. We conclude by suggesting a line of applied research to examine the relationship between these variables and a preference for unreliable reinforcement.     

'The Rich Squander Money by the Thousands'

Following the publication of an unknown letter of Jung's on the theme of the possibility of liberal dictatorship, the authors have presented the actual letter that prompted Jung's reply and a further letter from the 16–year-old boy in Kansas. An interview with Jung in Hearst's International Cosmopolitan Magazine conducted by H.R. Knickerbocker in 1938 initially prompted the boy to write to Jung and the interview, which has been published, is summarized. Economic and financial themes were prominent in the boy's mind and links are made to earlier discussions in this Journal about these matters.     

Resistance to reinforcement change in multiple and concurrent schedules assessed in transition and at steady state

Behavioral momentum theory relates resistance to change of responding in a multiple-schedule component to the total reinforcement obtained in that component, regardless of how the reinforcers are produced. Four pigeons responded in a series of multiple-schedule conditions in which a variable-interval 40-s schedule arranged reinforcers for pecking in one component and a variable-interval 360-s schedule arranged them in the other. In addition, responses on a second key were reinforced according to variable-interval schedules that were equal in the two components. In different parts of the experiment, responding was disrupted by changing the rate of reinforcement on the second key or by delivering response-independent food during a blackout separating the two components. Consistent with momentum theory, responding on the first key in Part 1 changed more in the component with the lower reinforcement total when it was disrupted by changes in the rate of reinforcement on the second key. However, responding on the second key changed more in the component with the higher reinforcement total. In Parts 2 and 3, responding was disrupted with free food presented during intercomponent blackouts, with extinction (Part 2) or variable-interval 80-s reinforcement (Part 3) arranged on the second key. Here, resistance to change was greater for the component with greater overall reinforcement. Failures of momentum theory to predict short-term differences in resistance to change occurred with disruptors that caused greater change between steady states for the richer component. Consistency of effects across disruptors may yet be found if short-term effects of disruptors are assessed relative to the extent of change observed after prolonged exposure.     

Biasing the pacemaker in the behavioral theory of timing

In the behavioral theory of timing, pacemaker rate is determined by overall rate of reinforcement. A two-alternative free-operant psychophysical procedure was employed to investigate whether pacemaker period was also sensitive to the differential rate of reinforcement. Responding on a left key during the first 25 s and on a right key during the second 25 s of a 50-s trial was reinforced at variable intervals, and variable-interval schedule values during the two halves of the trials were varied systematically. Responding on the right key during the first 25 s and on the left key during the second 25 s was not reinforced. Estimates of pacemaker period were derived from fits of a function predicted by the behavioral theory of timing to right-key response proportions in consecutive 5-s bins of the 50-s trial. Estimates of pacemaker period were shortest when the differential reinforcer rate most strongly favored right-key responses, and were longest when the differential reinforcer rate most strongly favored left-key responses. The results were consistent with the conclusion that pacemaker rate is influenced by relative reinforcer rate.     

An extension of the concept of specific objectivity

Comparisons of subjects are specifically objective if they do not depend on the items involved. Such comparisons are not restricted to the 1-parameter logistic latent trait model, but may also be defined within ordinal independence models and even within the 2-parameter logistic model.     

Content variations and performance on formal operational tasks by gender,social class and ability1

The role of task content, gender, social class and cognitive ability in performance on two formal operational tasks is explored in this paper. The participants were 110 Icelandic 12-year-olds, early and late developers, males and females from all socio-economic groups. Two tasks of variable isolation (the pendulum and three content versions of the “plant” problem) and two measures of volume conservation (three traditional tasks and three tasks formally identical whose content was pictorial social play) were presented individually in a school setting. The results suggest that content variations have differential consequences for the performance of early and late developers at age 12. Both the nature of logical competence and task content affect solutions, as suggested by Overton and collaborators in 1987. Some social class and gender differences were observed on two Piagetian tasks (pendulum and volume), which was reduced by changing the task content in the case of social class but not in that of gender. As the gender difference in volume conservation was not reflected ins chool achievement nor on other cognitive tasks it was interpreted as a gender bias. The findings are discussed in view of recent literature on the development of cognitive theory with increased emphasis on context and meaning in a post-structural intellectual climate.     

Psychological and educational characteristics of instruction for people with severe disabilities: Interacting systems of responding

This paper presents a behavioral model which proposes that operants are organized and regulated into systems of responding. Multi-operant theory proposes that operants are organized into response systems that interact to adapt behavior to the complexities of the environment. The operant is the interaction between behavior and the environment which includes the conditions under which responses may occur, the class of behavior that is likely to be effective in producing outcomes, and the antecedent conditions that define the context of behavior. A central feature of this theory is that operants within a repertoire are organized into regulated systems of responding. The mechanisms of regulation are themselves operants that are learned and controlled by processes that are the same as those that govern more overt behavior. Operants stand in relationship to each other in coordinated response systems with some operants directly affecting and organizing the performance of other operants. An important implication of the systemic nature of behavioral repertoires is that bringing some aspect of a behavior class under control of new variables may demonstrate a spread throughout the entire operant system depending on past histories linking the classes.deceased