体育教育专业球类专修与其他专修学生深度知觉的对比研究

深度知觉涉及三维空间的知觉,不仅能知觉物体的高和宽,而且能知觉物体的距离、深度.由于球类专修学生在平常的学习和训练中需不断地移动和传接球,所以他们的深度知觉能力应该要好于其他专修学生.通过对球类专修与其他专修学生的深度知觉的测量和比较,证实了与其他专修学生相比,球类专修学生确实有较强的深度知觉能力,而且深度知觉的好坏主要取决于双眼的深度知觉能力,因此重视个体深度知觉能力的训练可以有效提高球类教学与训练的效果.     

Intention and Meaning in Young Children's Drawing

In this article I present some ideas, based on qualitative research into young children's drawing, related to the developing discourse on young children's thinking and meaning making. I question the relationship between perception and conception and the nature of representation, challenging traditional ideas around stage theory and shifting the focus from the drawings themselves to the process of drawing, and thus to the children's own purposes. I analyse examples of my observations (made in naturalistic settings within a nursery classroom) to reveal the range of representational purposes and meaning in children's drawing activity. My analysis shows that, rather than being developmentally determined, the way children configure their drawings is purposeful; children can recognise the power of drawing to represent, and that they themselves can be in control of this. I explore aspects of the process, including transformation and talk to show the importance of understanding drawing in its specific contexts. I show how children's drawing activity is illuminated by the way in which it occurs and the other activities linked to it, presenting drawing as part of children's broader, intentional, meaning‐making activity. As an aspect of the interactive, communicative practices through which children's thinking develops, representation is a constructive, self‐directed, intentional process of thinking in action, through which children bring shape and order to their experience, rather than a developing ability to make visual reference to objects in the world. I suggest that in playing with the process, children are actively defining reality rather than passively reflecting a given reality.     

高校素描教学应加强速写训练

速写属于素描范畴,是素描训练不可分割的部分。素描是绘画工作者入门的基础,速写则是训练整体观察、比较能力,以迅速捕捉形体结构的最行之有效的学习方法,高校素描教学应加强速写训练。     

谈我国当前基础素描教学中的几个误区

我国当前基础素描教学中存在着将中国的传统绘画观念生搬硬套到西式素描教学中的现象,而体现出的主要误区有:重技轻艺、重程式轻实证、重感性轻理性、重局部轻整体、重明暗轻形体。     

Perception of dynamic and static audiovisual sequences in 3- and 4-month-old infants

This study investigated perception of audiovisual sequences in 3- and 4-month-old infants. Infants were habituated to sequences consisting of moving/sounding or looming/sounding objects and then tested for their ability to detect changes in the order of the objects, sounds, or both. Results showed that 3-month-olds perceived the order of 3-element sequences and that 4-month-olds perceived the order of 3- and 4-element sequences. In addition, results indicated that perception of moving sequences was more robust than of looming ones and that detection of order differences was not based on primacy cues. The current results show that perception of multisensory sequences and their structure emerges early in development, and a preliminary model of the development of sequence perception is offered.     

美术教育专业创意素描教学初探

素描基础是师范美术教育专业的核心基础课程,长期以来都以具象造型训练为主,教学内容陈旧,教学思维模式单一,缺乏创新意识,造成学生选修专业方向课程时,缺乏从习作思维向创作思维的转换。创意素描教学的重点是对学生具象造型能力之外的其他造型能力的培养,训练学生的创新意识,全面提高学生的审美修养与审美素质。     

绘画素描与设计素描之异同

从训练目的、表现对象、观察方法与构图、方法步骤、表现形式和手段、空间观念等方面对绘画素描和设计素描的异同进行分析,以便理解素描教学在绘画与设计艺术专业的特殊规律和基本要求。     

对称性在物理学中的基本地位

对称性对人类的心智具有迷人的魅力,而在宇宙中的对称性——存在于支配物质世界运作的基本定律自身中的对称性更值得我们注意和研究。本文谈物理学中关于对称性的认识和从美学方法论角度探讨对称性的方法问题,介绍了对称性的原理,从物理对称性阐明了物理守恒定律的物理渊源,以强调对称性在物理学中的基本地位。     

Integration of Sequential Information for Shape Perception by Infants: A Developmental Study

Perception of form by spatiotemporal integration was investigated in 3 experiments. In the first, infants aged 8, 10, and 12 months were tested using a novelty-preference procedure to determine the earliest age at which recognition of rectilinear and curvilinear form occurred. Infants were shown a light-point tracing of the outline of a figure, followed by simultaneous presentation of 2 test objects, one of the same shape as the tracing and one of a different shape. The tracing was double the size of the test objects. Only infants in the oldest group responded selectively by looking longer at the object of different shape. In the second experiment with 12-month-old infants only, it was shown that recognition of rectilinear, but not curvilinear, form occurred despite a difference in the orientation and size of tracing and object. Computer-generated tracings were used in the final experiment to compare form recognition for 2D and 3D stimuli. Selective responding occurred only for the latter. These findings show that by 12 months infants perceive the correspondence between the figural properties of a tracing and its extended form, but that this perception is dependent on the provision of depth cues.     

Knowledge and Appearance in Children's Pictorial Representation

Seven and nine year olds were asked to draw two three‐dimensional objects (a cube and a wedge). When there was disjunction between their knowledge of the object's structure and its appearance (cube), they depicted the invariant rather than the variant features and produced rectangular solutions. When differences between the structure and the appearance of the object were minimised (wedge) most children drew a converging form. They could also accurately copy a two‐dimensional converging form. However, the children's knowledge of what the line drawing was supposed to represent did have an effect: in particular, they drew fewer converging obliques when the same line drawing was called a ‘building block’ (a rectangular object) than when it was called a ‘shape’ or a ‘house’ (an object known to contain obliques). A similar pattern of results was observed in a second experiment in which a selection task was used.     

普通高校运动员赛前体能训练探究

体能训练是竞技能力的基础,它能够提高运动员的体能、影响运动员的身体形态、规范运动技术和使运动的效率最大化.基于国内外对体能概念认识的差异及院校调研,不难发现普通高校运动员在赛前体能训练中存在很多问题.通过分析并借鉴发达国家的训练理念及运动数据,为改进运动员赛前体能训练提供可行性的训练计划和方法,使院校的体能训练在现有条件下有据可查,更加切合实际,更加严谨和接近科学.     

知觉的身体相关性及其认识论意义——兼论中国传统认识论思想的现代意义

在以"客观思维"为特征的西方传统哲学中,由于身体的被"遗忘",知觉被看做在感觉基础上形成结构性对象的过程。柏格森、梅洛.庞蒂等人由于注意到了知觉的身体相关性,揭示了形成境域性对象的可能性,但同时认为,境域性对象并非合适的认知对象。中国传统哲学注重对事物整体性的认识和把握,境域性对象是哲学讨论的核心。作为认识对象,境所朝向的是客体的整体性、质性,"知性"构架由以阴阳五行模式为范例的功能性模型来充任。相对境的认识论,西方传统认识论(以康德哲学为典型形态)则是量的认识论。毫无疑问,这两种认识论应该是互补的关系。     

Limits of dynamic object perception in pigeons: Dynamic stimulus presentation does not enhance perception and discrimination of complex shape

A go/no-go procedure was used to train pigeons to discriminate pictures of human faces differing only in shape, with either static images or movies of human faces dynamically rotating in depth. On the basis of experimental findings in humans and some earlier studies on three-dimensional object perception in pigeons, we expected dynamic stimulus presentation to support the pigeon’s perception of the complex morphology of a human face. However, the performance of the subjects presented with movies was either worse than (AVI format movies) or did not differ from (uncompressed dynamic presentation) that of the subjects trained with a single or with multiple static images of the faces. Furthermore, generalization tests to other presentation conditions and to novel static views revealed no promoting effect of dynamic training. Except for the subjects trained on multiple static views, performance dropped to chance level with views outside the training range. These results are in contrast to some prior reports from the literature, since they suggest that pigeons, unlike humans, have difficulty using the additional structural information provided by the dynamic presentation and integrating the multiple views into a three-dimensional object.     

Relations between drawing cubes and copying line diagrams of cubes in 7- to 10-year-old children

Previous research has suggested both links and differences between children's copying of line diagrams and their drawings of solid objects. If the diagram represents a familiar object, children make more errors than when copying a diagram of a nonobject or unfamiliar object, as if they are drawing from their representation of the object rather than copying the surface features of the diagram. However, copying a diagram yields fewer and different types of errors than drawing the equivalent solid, which suggests a different process. In Experiment 1 (n = 72), possible relations between copying and drawing are investigated by asking children to draw a solid cube, then to copy or trace a line diagram of the cube in oblique projection, and finally to draw the solid again. Copying was better than drawing, and there was positive transfer to a subsequent drawing. Tracing was very accurate, but transfer to drawing did not occur, possibly because of the automatic nature of tracing. In Experiment 2 (n = 120) different groups received versions of the copying task that differed in the extent to which temporal order of line copying was structured. Asking children to copy the lines in a systematic order led to improved copies, but this performance did not carry over to a subsequent drawing of the solid. In contrast, when temporal ordering of line copying was not manipulated, there was positive transfer from copying to the subsequent drawing. In Experiment 3 (n = 80), provision of structure that emphasized faces by color-groupings of lines or coloring faces led to improved copies and did not hinder transfer to drawing the solid. Experiment 4 (n = 90) showed that in a solid drawing task emphasis on faces but not edges produced a positive effect, both on the immediate drawing and on a subsequent drawing of a plain cube. We conclude that emphasis on order of line copying improves performance in a copying task because in that case line-to-line matching is an important element of the skill, whereas this does not aid drawing of the solid object, in which the focus is primarily on representation of faces and their interrelations.     

Generalization of learning in three-and-a-half-month-old infants on the basis of amodal relations

Infants of 3.5 months (N = 124) were given the opportunity to learn to relate two objects and their natural, distinctive sounds during a training phase. The objects and sounds were united by temporal synchrony and amodal audiovisual information specifying object composition. Infants then participated in one of three types of transfer tests (requiring low, moderate, or high degrees of generalization) to measure the extent to which intermodal knowledge generalized to a new task and across events (familiar events; change in color/shape; change in substance, motion, and color/shape). Results indicated that infants tested with the familiar events and with events of a new color/shape showed learning and transfer of knowledge. In contrast, infants tested with events of a new substance, motion, and color/shape showed no generalization of learning. Thus, infants of 3.5 months appear to show a moderate degree of generalization of intermodal knowledge across events. Although this knowledge is not restricted to the events of original learning, it cannot yet be flexibly extended across a variety of contexts.     

Children’s private speech during algorithmic and heuristic drawing tasks

This cross-sectional study examined the private speech and task-related activity of 108 school-aged children while they drew pictures of real objects (i.e., a house, a person, and an animal) and make-believe objects (i.e., a house, a person, and an animal) to investigate developmental and task-related changes in self-regulation. Composite scores for each first-grade (N=36), third-grade (N=36), and fifth-grade (N=36) participant were calculated from the repeated raw frequencies of overall private speech and private speech in conjunction with task-related behavior during the two types of drawing activities (i.e., real and make-believe). Scores were then analyzed using regression analysis and 3×2 (Grade×Task Type) ANOVA’s to explore study hypotheses. This study found that: (1) there was a concave curvilinear developmental trend in overall private speech production, (2) participants utilized more private speech during heuristic (i.e., make-believe) drawing tasks than algorithmic (i.e., real) drawing tasks, and (3) school-aged children used private speech in conjunction with task-related behavior in a different manner during the two types of drawing activities. These findings contribute to the Vygotskian perspective regarding the development and function of private speech.     

Mapping the Domain of Drawing

A synthesis of perception theory and communication theory is presented as the basis for a new teaching programme of drawing for first–year fine art undergraduates. The domain of drawing is mapped as a matrix of systems of choices available to the drawer in order to realise the functions of drawing within a social context. It is argued that an increased awareness of this domain may empower students’ practice.     

Perception,imagery, visualization and engineering graphics

We have conducted action research involving an instructional intervention over a 20-year period. This has demonstrated that spatial ability influences academic performance in engineering, and can be increased through instruction focused on using perception and mental imagery in three-dimensional representation. Prior to our intervention, the first-year engineering graphics course at our university had a failure rate of 36% for all engineering students and failure rates of 80% for African students studying at our university. Similar high failure rates were reported in engineering drawing and design courses at other Southern African universities, and similar association between low scores on tests of spatial ability and academic performance, suggesting that the problem was one encountered by many engineering students, not just by students at our university. Over the initial 2 years of the intervention, pass rates for the first-year engineering graphics course increased from 64 to 76%. With further changes in teaching, and the training of senior students as tutors to support the lecturing and practical activities provided in the course, the pass rates have risen to 88% annually, over a period in which the composition of the first-year student has become increasingly diverse, with greater numbers of students entering the university from disadvantaged educational backgrounds. The instructional model we have used is based on Piagetian principles, and confirms Piaget's theories with respect to the trainability of spatial ability in adulthood. Our findings suggest the importance of early identification of students with difficulty, as well as the potential value of an intervention aimed at training the processes involved in visualization through three-dimensional modelling and representation of objects. While spatial ability appears to be trainable through the methods we have developed, our research also indicates that level of spatial ability at time of intake to university is an important influence on academic performance, suggesting the value of instruction in visualization and three-dimensional representation at school level. Social factors are also important influences on academic performance, suggesting the value of tutorial-based interventions aimed at improving spatial ability in those university and technikon courses for which visualization and three-dimensional representation are a requirement.     

和谐社会观的哲学前提

哲学一直从理性化的角度来论证社会观的前提,并为这个孜孜不断的的追求提供了许多可供借鉴的理论学说。然而,如何才能建立和谐的社会观,不仅要进行严密的理论论证,而且不能只流于逻辑的形式,忽视感性的作用。因为只有符合以人为本的时代精神的感性认识和理性认识的统一才是真正的哲学理论,才具有问题的前提性和批判性。