试说朝简

在道教的斋醮活动中,需要很多的法器组合才能完成一系列的朝奏活动,而在这些活动中,有一样非常重要的法器是不可缺少的,那就是朝简。朝简是道教徒做斋醮法事时用来朝谒祖师、天尊、地癨、星宿、山川等圣真神灵的礼仪法器。道教运用朝简的历史久远,在不同的时代和地域有它不同的     

A multi-relation approach of general systems and tests of applications

In this paper, under the assumption that ZFC axiom system is consistent, the following are proved: (a) there is no system whose object set consists of all systems; (b) any system is not an object of itself; (c) any system is constructed with basic elements (elements which are not systems). Based on these results, the following problems in epistemology are discussed: the feasibility of the definition of the theory so-called science of science; the existence of basic particles in the world; and the existence of absolute truths.This paper was partially supported by Auburn University, presented atThe 20th Annual Spring Topology Conference, entitled The ZFC Axiom System and Problems in Epistemology.     

人对红绿光栅的颜色视觉对比感受性

实验使用电子计算机控制彩色图象显示器的屏幕来呈现视觉目标彩色光栅,以对人的颜色视觉进行对比感受性的测定。被试可以通过终端键盘改变光栅的各种变量并进行反应,计算机对结果进行记录和处理。实验Ⅰ是对比感受性作为红-绿光栅和绿色单色光栅的空间频率的函数的测定。结果表明,在所有空间频率上,被试对绿色光栅的对比感受性都比对红-绿光栅要高。但随着空间频率的升高,对两种光栅的对比感受性也相应升高,并都在中间空间频率带达到高峰值。实验Ⅱ是对颜色视觉对比感受性作为红-绿亮度比率的函数的测定。结果表明,空间频率和红色在光栅中的比率对对比感受性都有重要的影响。本实验结果具有明显的实际应用价值。     

Correlates of Children's Usage of Videogames and Computers1

Fourth-, fifth-, and sixth-grade students responded to a questionnaire concerning their experiences with electronic videogames and computers. Teacher ratings of academic achievement, personality characteristics, and behavior patterns were also obtained for each student. These data were used to examine a number of hypotheses concerning potential harmful or beneficial effects of electronic videogames on school-age children, and to provide preliminary evidence concerning the correlates of computer usage by school-age children. Videogame usage showed significant positive correlations with teacher ratings of impulsivity, significant negative correlations with ratings of academic achievement, and little relationship to rated sociability. Videogame use also proved positively related to other social activities and to microcomputer use.     

Social factors influence solo and rat dyads exploration of an unfamiliar open field

Animal Cognition - Exploring new and unfamiliar environments is critical for survival, providing information on food, shelter, mates, and sources of danger. The open field paradigm is commonly used...     

Pessimistic explanatory style and response to illness

Previous studies have shown that a pessimistic explanatory style is a risk factor for illness, but the factors linking explanatory style and illness are unknown. One's characteristic response to poor health may mediate this relationship. Perhaps pessimistic individuals act helplessly in the face of their symptoms, thereby exacerbating disease. In the present study, we investigated this possibility by asking 96 young adults to complete measures of explanatory style, habitual response to illness, and ways of coping during their most recent episode of illness. Subjects who explain bad events pessimistically (with internal, stable, and global causes) reported more frequent illnesses during the past year and rated their overall health more poorly than those who habitually favor external, unstable, and specific explanations. When ill, the pessimistic subjects were less likely than their optimistic counterparts to take active steps to combat their illness. Our results suggest that one pathway leading from pessimistic explanatory style to poor health is mundane: passivity in the face of disease.     

韦氏儿童智力量表中国修订本(WISC-CR)的因素分析

本研究用主成分分析和α因素分析两种方法对韦氏儿童智力量表中国修订本(WISC-CR)以及原量表WISC-R常模进行因素分析,并采用斜交旋转对初始因子矩阵进行转轴处理。结果表明:三因子模型比较符合WISC-CR的结构。常识、类同、词汇和理解四个分测验主要负荷言语理解因子;填图、图片排列、积木、拼图和迷津五个分测验主负荷知觉组织因子;而算术、背数和译码三个分测验主要负荷记忆/不分心因子。WISC-CR与WISC-R各分测验所负荷的各种因子一致性。83-.971,说明WISC-CR保持了原量表的功能,具有较好的结构效度。     

行为与脑的关系及其与机体其它属性间的相互作用的研究──心理学研究展望

“二十一世纪的心理学”的论题是当今许多科学家感兴趣的．这种预测是一种想象与现实相结合的尝试。审视过去和现在．心理学未来的雏形的基础可能是行为与脑的关系及其与生命其它属性之间的相互作用。     

婴儿共同注意能力的发展

本研究采用严格的实验室测验法,从年龄趋势、学习能力、性别差异三方面考察了8～11个月婴儿共同注意能力的发展。结果表明：1）婴儿的共同注意力在8～11个月间逐步提高,9个月左右出现显著的发展性变化,但1岁以前,该能力的发展水平都较低;2）就共同注意而言,婴儿具有从练习经验中学习的可能性,且学习能力存在年龄差异,8个月的婴儿基本不能从练习中受益,而8个月以上的其他三组婴儿在练习后共同注意水平都有不同程度的提高;3）总体而言,女婴共同注意能力的发展水平显著地高于男婴。