帛书《周易》以史解经刍议

1973年长沙马王堆出土的帛书《周易》中的《缪和》篇中,有六则以历史故事解说《易经》卦爻辞的例子。本文分析这六则历史故事用以解经的符合程度,以证明用历史故事解经并不始于南宋的杨万里等人,而四库馆臣所谓"一变而胡瑗、程子,始阐明儒理;再变而李光、杨万里,又参证史事,《易》遂日启其论端",并非历史事实。     

Socialism in One Country: A Reassessment

Until 1917 Lenin and Trotsky believed that an isolated revolutionary Russia would have no chance of survival. However, from 1917 to 1923 Lenin's standpoint on this matter underwent a complete reversal. First he came to the conclusion that socialism could be built in an isolated Russia, although it would remain incomplete in the absence of the world revolution. By 1923 he was abandoning that latter qualification too. The standpoint of Stalin and Bukharin in the debate on socialism in one country of 1925–26 was more orthodox-Leninist than the position taken by Trotsky, who had at first also embraced the notion of incomplete socialism, but subsequently returned to the old concept, abandoned by Lenin, that the restoration of capitalism was inevitable in the absence of the world revolution.     

Examining the effects of frustration on working memory capacity

The present study attempts to expand our understanding of frustration, clinical symptoms, and working memory by examining the unique contribution of attention-deficit/hyperactivity disorder symptoms and frustration to working memory capacity (WMC). A factor-analytic framework was utilized to isolate and examine WMC based on results from three working memory tasks that were administered in counterbalanced order to control for individual differences in baseline WMC. All participants provided subjective ratings of frustration both prior to and after administration of a frustration induction. Results suggest that although we were able to systematically induce subjective frustration for participants in the experimental group relative to the control group, WMC was not associated with induced frustration in the present study. Results also indicated that inattention symptoms predicted baseline frustration levels. This work highlights the need to examine the extent to which storage/rehearsal WMC and additional process-oriented working memory-related performance variables are related to frustration. The data that support the findings of this study are available from the corresponding author upon request.     

Assessing students' use of optional online lecture reviews

Online practice quizzes can be used to supplement instruction in the classroom. Such quizzes can engage retrieval practice, thereby improving learning and retention. However, despite their potential benefits, recent work suggests that students typically underutilize online practice quizzes. This article reports an observational classroom study, in which students were provided optional online reviews throughout the semester. The reviews could be accessed in test format, in which students were given multiple-choice questions and provided correct answer feedback, or in read format in which students were given the same questions and were shown the correct answers. Students who used the test format performed better on exams than students who used the read format or did not use the reviews. Nevertheless, the massive majority of the online reviews (approximately 88%) were not completed, highlighting the tendency for students to underutilize optional online reviews.     

Truthfulness,Beneficence, and Vulnerability as Key Concepts in Communication Ethics

This article presents the major stages of the approaches to the ethics of communication and the respective ethical principle of each one. The first stage, centred on the principle of truthfulness, was born at the beginning of the 20th century, at the same time as the first great development of the press and journalism. The second stage, which began at the end of the 20th century, centred on the principle of beneficence and developed from the growing influence of the mass media on all fields and aspects of social life. There is also the need for a further principle for communication ethics: the principle of vulnerability: to give voice to those affected by a situation, especially to those in a situation of vulnerability. The article then considers whether the huge impact of the Internet and social media at the beginning of the 21st century implies a new stage in the ethics of communication or rather the need to extend the scope and effectiveness of existing ethical principles and norms. The article tends toward the second option, insisting on the role of self-regulation and media literacy in tackling the current challenges in media and social media communications.     

The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children

Mathematics difficulties are common in both children and adults, and they can have a great impact on people's lives. A specific learning disorder in mathematics (SLDM or developmental dyscalculia) is a special case of persistent mathematics difficulties, where the problems with maths cannot be attributed to environmental factors, intellectual disability, or mental, neurological or physical disorders. The aim of the current study was to estimate the prevalence rate of SLDM, any gender differences in SLDM, and the most common comorbid conditions. The DSM-5 provides details regarding these only for specific learning disorders in general, but not specifically for SLDM. We also compared the prevalence rates obtained on the basis of the DSM-IV and DSM-5 criteria. We investigated the performance of 2,421 primary school children on standardized tests of mathematics, English, and IQ, and several demographic factors over the primary school years. We applied the DSM-5 diagnostic criteria to identify children with a potential diagnosis of SLDM. Six per cent of our sample had persistent, severe difficulties with mathematics, and, after applying the exclusion criteria, 5.7% were identified as having an SLDM profile. Both persistent maths difficulties and consistently exceptionally high performance in maths were equally common in males and females. About half of the children with an SLDM profile had some form of language or communication difficulty. Some of these children also had a diagnosis of autism, social, emotional, and behavioural difficulties or attention deficit and hyperactivity disorder. Our findings have important implications for research and intervention purposes, which we discuss in the study.     

Grounded Theory methods in child psychotherapy research

This article considers the place of qualitative research in psychoanalysis and child psychotherapy. It discusses why research methodology for many years occupied so small a place in these fields, and examines the cultural and social developments since the 1960s which have changed this situation, giving formal but also qualitative methods of research much greater significance. It reflects on the different pressures to develop explicit research methods which arise both from outside the psychoanalytic field, as a condition of its continued professional survival, and from within it, where its main aim is the development of fundamental psychoanalytic knowledge. It suggests that the conduct of mainly quantitative research into treatment outcomes is largely a response to these external pressures, whilst the main benefits to be gained from the development of qualitative research methods, such as Grounded Theory, are in facilitating the knowledge-generating capacities and achievements of child psychotherapists themselves. The paper describes Grounded Theory methods, and explains how they can be valuable in the recognition of hitherto unrecognised meanings and patterns as these are made visible in clinical practice. Finally, it briefly describes three examples of completed doctoral studies, all of which have added significantly to the knowledge-base of child psychotherapy, and which demonstrate how much can be accomplished using this method of research.