《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。     

AQUINAS'S ARGUMENT AGAINST SELF-HATRED

Aquinas's argument against the possibility of genuine self‐hatred runs counter to modern intuitions about self‐hatred as an explanatorily central notion in psychology, and as an effect of alienation. Aquinas's argument does not deny that persons experience hatred for themselves. It can be read either as the claim that the self‐hater mistakes what she feels toward herself as hatred, or that, though she hates what she believes is her “self,” she actually hates only traits of herself. I argue that the argument fails on both readings. The first reading entails that all passions are really self‐love, and so is incompatible with Aquinas's own “cognitivist” view of what it is that distinguishes specific passions in experience. The second reading entails that persons have no phenomenal access to “self,” rendering self‐reference—how it is that the self can be an intentional object of conscious mental states—a mystery. Augustine's claim, which Aquinas accepts on authority, that all sin originates in inordinate self‐love seems to entail the impossibility of genuine self‐hatred because both thinkers fail to distinguish between two distinct forms of self‐love: amor concupiscentiae and amor benevolentiae.     

Loving and angry? Happy and sad? Understanding and reporting of mixed emotions in mother–child relationships by 6‐ to 12‐year‐olds

The Evaluative Space Model of emotions allows for the coactivation of positive‐appetitive and negative‐avoidant systems, but few studies have examined mixed emotions in child development. Existing research suggests children's understanding of opposite valence emotion combinations emerges by approximately 11 years of age. However, it is not yet clear whether various opposite valence combinations are understood at different ages, nor whether children can understand them in others before they have experienced such mixed emotions themselves. Semi‐structured interviews with 97 children investigated whether they regarded six combinations of opposite valence mixed emotions as possible, could provide reasons for them, and report their own experience of each in the context of mother–child relationships. Both understanding that such combinations are possible and ability to provide reasons for them increased after age 6 and up to age 11, but were still incomplete in 12‐year‐olds. Understanding of different opposite valence combinations developed at different rates. At each age, fewer children who showed understanding of these combinations in others reported having had a similar experience themselves. The findings suggest a need to systematically examine a range of mixed emotions in order to develop a comprehensive theory of the development of mixed emotion understanding. They also suggest extending research into adolescence.     

Evaluating young children''s cognitive capacities through computer versus hand drawings

Young normal and handicapped children, aged 3 to 6 years, were taught to draw a scene of a house, garden and a sky with a computer drawing program that uses icons and is operated by a mouse. The drawings were rated by a team of experts on a 7-category scale. The children's computer- and hand-produced drawings were compared with one another and with results on cognitive, visual and fine motor tests. The computer drawing program made it possible for the children to accurately draw closed shapes, to get instant feedback on the adequacy of the drawing, and to make corrections with ease. It was hypothesized that these features would compensate for the young children's limitations in such cognitive skills, as memory, concentration, planning and accomplishment, as well as their weak motor skills. In addition, it was hypothesized that traditional cognitive ratings of hand drawings may underestimate young children's intellectual ability, because drawing by hand demands motor skills and memory, concentration and planning skills that are more developed than that actually shown by young children. To test the latter hypothesis, the children completed a training program in using a computer to make drawings. The results show that cognitive processes such as planning, analysis and synthesis can be investigated by means of a computer drawing program in a way not possible using traditional pencil and paper drawings. It can be said that the method used here made it possible to measure cognitive abilities "under the floor" of what is ordinarily possible by means of traditionally hand drawings.     

量词肯定句和否定句的理解

本研究试图探索人们对舍有“所有”、“每一个”、“有一些”等量词的肯定句、否定句和双重否定句的理解。要求成人被试尽快判断呈现在计算机屏幕上的句子和哪一幅图画的内容相符。结果表明,影响反应时的因素为(1)句子的表层结构和它的底层意义的一致程度;(2)句子的意义和从图画中得出的命题的一致程度;(3)句子中使用的量词。结果还表明,否定句的判断时间不一定全都比肯定句的长。     

Applied behavior analysis and the movement to restructure schools: Compatibilities and opportunities for collaboration

The field of applied behavior analysis has devoted considerable effort to the problem of educating America's youth. In addition to developing a wide range of procedures to improve children's academic and classroom survival skills, behavioral researchers have discussed a wide range of technological characteristics that are likely to facilitate the adoption of their procedures by educational decision-makers and practitioners. A movement to restructure American schools has become highly popularized within educational, political, and public media forums over the past several years. One general characteristic of this movement is its failure to recommend the more frequent implementation of applied behavior analysis techniques to educate America's youth. A close inspection of three global models for school reform, however, reveals notable compatibilities with the focus and goals of applied behavior analysis. Applied behavior analysts can collaborate with and contribute to the school restructuring movement by pursuing the more formal and systematic analyses of characteristics essential to the adoption process.     

Altering contingencies to facilitate compliance with traffic light systems

The effects of altering light pattern sequences on driver compliance at a busy, urban intersection were explored. The baseline light timing sequences resulted in only 46.8% of drivers stopping at the yellow or red lights. Using an A-B-C design, we altered light pattern sequences that increased the probability of drivers stopping at the signals to 88.8% and 98.8%. These findings indicate that traffic light contingencies have potent effects in influencing driver behaviors at busy intersections. Following completion of the study, the traffic engineer approved the permanence of the light timing pattern that increased traffic rule compliance. Accident data collected before and after the light timing changes indicated a reduction in automobile accidents.