《易数钩隐图》作者等问题辨

自南宋时起,《易数钩隐图》一书的作者就有二字与二籍贯的争议。本文就有关问题进行了考辨。得出北宋有二刘牧、前刘牧著《易数钩隐图》、黄黎献为之续补等结论。最后指出,彭城刘牧的道学思想应当在宋明理学中占有一席之地。     

Racism en Route

This article argues that in Africa, the nature and advent of racism has to be traced back to the earliest encounters between Africans and Europeans, including the first seven centuries but especially during the slavery and colonial eras. Religion (notably Islam and Christianity), trade, education, culture, and “science” were important incubators and justifiers of racism, in earlier as well as recent times. The paper concludes by proposing some ways in which African theology can stay agile and keep pace with the resilient and adaptive forms of racism in contemporary Africa.     

简帛《周易·夬卦》"丧"字补说

上博三《周易·夬卦》中的“丧”并非误字,马王堆汉墓帛书本与此相应的“牵”实为“桑”字,当读为“丧”,而今本中的“牵”可能系“桑”之形讹。     

THE GOLEM LEGEND AND THE ENIGMA OF FACEBOOK

We are easily misguided as to the true nature of Facebook, and tend to treat it simply as a powerful technological instrument in the service of human intentions. We can, however, gain a better picture of it through recourse to the Jewish tradition of the golem, an image of human beings, created by them in a re-enactment of their own creation by God. It turns into a magic servant in modernity with an inherent dynamic running between its human and its subhuman characteristics. This dynamic is the main cause behind its becoming uncontrollable. In like manner, what is subhuman in Facebook serves its masters and functions under their total control, but also empowers Facebook's increasingly human operation, an algorithm-based capability which raises growing doubts about what counts as human. Facebook implies the crisis of humanity which coincides with the “death of God,” that is, the obsolescence of the idea of a divine creator.     

Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study

Could superior self-control explain the gender difference in reading achievement favoring girls? To test this idea, we drew on a unique population-based sample (N = 11,336) where self-control was measured in kindergarten using a multimethod battery of assessments. Girls showed substantially higher levels of self-control in kindergarten (β = 0.47) and outperformed boys on standardized tests of reading achievement in third/fourth grade (β = 0.20). Further, kindergarten self-control prospectively predicted reading achievement throughout elementary school (β = 0.37). Connecting these findings, our mediation analyses revealed that the female self-control advantage in kindergarten could account for subsequent gender differences in reading achievement. Our results suggest that early gender differences in self-control may represent a key pathway through which gender disparities in reading skills, vocabulary knowledge, and reading comprehension occur.     

TEACHING SELF-PROTECTION TO CHILDREN USING TELEVISION TECHNIQUES

This study compared the effectiveness of a videotape training program with other methods of teaching children self-protection to prevent child abduction. Subjects were kindergarten and first-grade students. Four experimental conditions were presented: videotape with behavior rehearsal, videotape only, a standard safety program, and no training. Acquisition of self-protective behaviors was measured at posttraining and follow-up by having confederate adults entice the children near their schools and homes. Results revealed that the videotape program with behavior rehearsal was highly effective in teaching children safe responses to potential abductors. The standard safety program was effective with fewer than half of the children. Three fourths of the children who received no training immediately agreed to go with the confederate suspects. The videotape program can be easily used with groups of young children in a classroom setting.     

Effects of response requirement and alcohol on human aggressive responding.

Nine men participated in two experiments to determine the effects of increased response requirement and alcohol administration on free-operant aggressive responding. Two response buttons (A and B) were available. Pressing Button A was maintained by a fixed-ratio 100 schedule of point presentation. Subjects were instructed that completion of each fixed-ratio 10 on Button B resulted in the subtraction of a point from a fictitious second subject. Button B presses were defined as aggressive because they ostensibly resulted in the presentation of an aversive stimulus to another person. Aggressive responses were engendered by a random-time schedule of point loss and were maintained by initiation of intervals free of point loss. Instructions attributed these point losses to Button B presses of the fictitious other subject. In Experiment 1, increasing the ratio requirement on Button B decreased the number of ratios completed in 4 of 5 subjects. In Experiment 2, the effects of placebo and three alcohol doses (0.125, 0.25, and 0.375 g/kg) were determined when Button B presses were maintained at ratio values of 20, 40 and 80. Three subjects who reduced aggressive responding with increasing fixed-ratio values reduced aggressive responding further at higher alcohol doses. One subject who did not reduce aggressive responding with increasing fixed-ratio values increased aggressive responding at the highest alcohol dose. The results of this study support suggestions that alcohol alters aggressive behavior by reducing the control of competing contingencies.     

AN ANALYSIS OF MAINTENANCE FOLLOWING FUNCTIONAL COMMUNICATION TRAINING

The multiple and long-term effects of functional communication training relative to a common reductive procedure (time-out from positive reinforcement) were evaluated. Twelve children participated in a functional analysis of their challenging behaviors (Study 1), which implicated adult attention as a maintaining variable. The children were then matched for chronological age, mental age, and language age and assigned to two groups. One group received functional communication training as an intervention for their challenging behavior, and the second group received time-out as a contrast. Both interventions were initially successful (Study 2), but durable results were achieved only with the group that received functional communication training across different stimulus conditions (Study 3). Students whose challenging behaviors were previously reduced with time-out resumed these behaviors in the presence of naive teachers unaware of the children's intervention history. The value of teaching communicative responses to promote maintenance is discussed as it relates to the concept of functional equivalence.     

谈谈个人对智力落后儿童早期干预的看法

本文作者根据从事智力落后儿童的早期干预教学研究的实践经验对当今在我国开展早期干预的必要性以及早期干预的目的、设置的理由、内容、方式、对象、教师的条件、效果的评价以及开展的步骤等9个问题,提出了自己的看法。