太多的密码，太少的记忆(英文)

密码,已经充斥了我们生活的各个方面,在保护了人们的财富的隐私的同时,它也给人们带来了无限的烦恼。     

试论内隐记忆的本质特征

内隐记忆是一种自动的、不需要有意识参与的记忆.内隐记忆与外显记忆之间具有随机独立性与功能独立性特点.加工说与系统说在内隐记忆的理论建构上各执一词,各有特色,但其总的发展趋势是走向融合.     

Effects of memory reactivation treatments on postdiscrimination generalization performance in pigeons

In Experiment 1, it was shown that generalization testing following successive discrimination training between two closely spaced wavelengths results in a sharp gradient with a peak of responding shifted from S+ so as to be further removed from S?. Testing after a 24-h delay resulted in a flatter gradient with greater peak (and area) shift. A 5-min pretest exposure to S+, reinforced or unreinforced, or to S? (unreinforced) reinstated immediate test performance; free reinforcement with no discriminative stimulus present had no such effect. Experiment 2 replicated the flattening of generalization gradients and enhanced peak shift in delayed testing. Free feeding in a pretest treatment with a distinctive food uniquely associated with the wavelength discrimination problem failed to reinstate immediate test performance. Experiment 3 tested the hypothesis that free feeding failed as a reactivation treatment because it did not engender keypecking. Subjects were trained to peck a vertical line stimulus before being given wavelength discrimination training. Again, the enhanced peak shift and greater flattening with delayed wavelength generalization testing was found. A pretest exposure to the vertical line stimulus elicited pecking but had no effect on subsequent wavelength generalization. Thus, only a reactivation treatment that included one of the discrimination training stimuli was effective in producing delayed test performance comparable to that obtained in an immediate test.     

遵循记忆规律 提高记忆能力

高中生物学涉及的基本概念、基础知识较多,如果能遵循记忆规律,采取科学的记忆方法来记忆,可起到事半功倍的学习效果,列举了多种记忆规律并举例加以说明。在生物教学过程中,教师要引导学生遵循记忆的客观规律,采取灵活多样的记忆方法来高效地学习。     

普通型2019冠状病毒病的临床特征和HRCT表现

目的探讨普通型2019冠状病毒病(COVID-19)患者的临床表现与高分辨率CT(HRCT)的影像特征。方法回顾性分析我院收治的25例COVID-19确诊患者的临床资料及胸部CT检查,进一步分析其临床特征、实验室指标及HRCT影像学特征。结果我院收治的25例COVID-19患者均为普通型,发热(19/25,76%),干咳(18/25,72%);所有患者白细胞计数均正常,淋巴细胞计数不同程度减少(15/25,60%),血沉增快(12/25,48%),C反应蛋白升高(10/25,40%),出现降钙素原降低(2/25,8%);平均住院日为19.8±3.9天,从出现临床症状到CT检查阳性平均时间为4.9±2.7天。首次胸部HRCT病灶分布为单侧9例(36%,左肺4/25,16%;右肺5/25,20%),双侧16例(64%);20例(80%)病灶分布位于周边,5例(20%)位于周边为主及中心同时受累。HRCT表现中单纯磨玻璃影(GGO)为25例(100%),GGO伴局灶性实变为5例(20%),4例(16%)伴片状实变影。在第二次HRCT检查中,大部分患者病灶增多、范围变广,局部病灶融合,并见支气管充气征。结论普通型COVID-19患者临床表现相对较轻,HRCT是其诊断和评估的重要手段。     

Some features of causal reasoning: common sense and physics teaching

The idea of causality is central in science and has long given rise to debate among philosophers and scientists. While the tendency to avoid causality seems to have become dominant in science and philosophy, research in science education has shown the strong presence in common reasoning of causal explanations, often conceived as a ‘mechanism’ capable of accounting for physical transformations. Some researchers have proposed using this common causal reasoning as a basis for teaching–learning sequences, especially in electricity and mechanics. This paper analyses some features of causal reasoning used in physics by students, using questionnaires and interviews involving students and teachers. This study has shown three aspects which are related to one another: a confusion between efficient and contingent causes, between the conditions of occurrence of a phenomenon and the cause actually producing it; a tendency to ‘displace’ causes, skipping intermediate objects; and a difficulty in connecting local causes and global effects. The paper highlights the differences between common reasoning and scientific usage, and their effect on learning. In fact, these trends of reasoning must be taken into account in teaching: they should be considered not only as creating an obstacle to learning physics, but also as resources at the learner’s disposal.     

Human and animal perceptual learning: Some common and some unique features

A selective summary of the four contributions to this special issue of Learning & Behavior on perceptual learning is presented. Mackintosh and Hall propose an associative analysis of perceptual learning. It is argued that Tsushima and Watanabe’s psychophysical evidence and Fiser’s Bayesian-modeling work represent (in different ways) challenges to the associative approach. Some tentative suggestions are explored with regard to how animal learning theorists might meet these challenges. Finally, the role of awareness in perceptual learning is briefly examined.     

Neurobiological Sensitivity to Social Rewards and Punishments Moderates Link Between Peer Norms and Adolescent Risk Taking

Although peer influence is a strong predictor of adolescents’ risk-taking behaviors, not all adolescents are susceptible to their peer group. One hundred and thirty-six adolescents (M_age = 12.79 years) completed an fMRI scan, measures of perceived peer group norms, and engagement in risky behavior. Ventral striatum (VS) sensitivity when anticipating social rewards and avoiding social punishments significantly moderated the association between perceived peer norms and adolescents’ own risk behaviors. Perceptions of more deviant peer norms were associated with increased risky behavior, but only for adolescents with high VS sensitivity; adolescents with low VS sensitivity were resilient to deviant peer norms, showing low risk taking regardless of peer context. Findings provide a novel contribution to the study of peer influence susceptibility.     

共同的语言,相隔千里

有时候,我在RSS浏览器里,总能读到一系列博客文章,看似不相关,却提出了一种新的观点。不管称它们是偶然发现、群体意识或是机缘巧合,这些文章提出的观点却是我在RSS看新闻时最棒的收获之一。     

从"多"到"一"再回到"多"--从亚里士多德与斯宾诺莎关于本体的学说之比较看哲学发展的趋势

本体是传统西方哲学中的一个根本性的范畴。而亚里士多德和斯宾诺莎分别是古代和近代两位具有代表性的重要哲学家。将他们两人关于本体的学说放在一起加以比较，可以突显出它们之间“多”和“一”的不同，并据此来反照现代性和反现代性之争的本质，以及帮助我们思考哲学发展的最新趋势。     

Categorization and memory retrieval by three-month-olds

84 3-month-olds were tested in 3 studies of the acquisition and long-term retention of category-specific information. Infants who were trained with a perceptibly different member of an alphanumeric category on each of 3 days generalized responding to a novel instance of the original training category but not a novel member of a novel category during a 24-hour novelty test. 2 weeks later, when infants displayed no evidence of remembering their prior training experience, categorization was reinstated if a novel exemplar from the original training category was used as the retrieval cue in a memory reactivation procedure. A novel exemplar from a novel category was not an effective retrieval cue. The effectiveness of the category-specific retrieval cue was a function of its physical similarity to the individual exemplars encountered during training, not testing. The background against which the alphanumeric exemplars were displayed during training was not an effective retrieval cue in either the 24-hour novelty test or the memory reactivation procedure, indicating that all invariant stimulus attributes do not contribute equally as category cues. These data are the first to document retention of category-specific information after extended intervals. A popular account of categorization holds that infants abstract invariant features from individual exemplars and form a schema or distinctive memory representation of these shared features against which subsequent exemplars are compared. The present data provide support for a more parsimonious account of categorization, based on the retrieval of information about individual exemplars, that does not require an assumption of prototype formation.     

深圳市中学生出国留学透视

随着国民经济的快速发展和家庭收入的迅速增加，中学生出国留学在深圳市悄然兴起。中学生出国留学的根本原因是什么，有何利弊，此问题已成为市民关注的热点话题，并引起教育界的高度重视。     

运用记忆规律科学组织教学

记忆具有很高的科学性和技巧性,掌握并运用记忆规律,科学组织教学,就能使学生花更少的时间和精力,掌握更多的知识和技能,就可以事半功倍,提高教学效率.     

为民请命的孟子杂文

文章从分析孟子的民本思想和“仁政”学说出发，认为孟子是战国时一个真正认识到人民在政治生活中的重要地位和作家，他从人民的利益出发挥绘理想社会的蓝图，建构他的政治体系，呼呈统治者减轻对人民的剥削与压迫，并对现实社会展开揭露与批判，痛斥统治者残民以逞的罪行，这些便构成为“孟子”杂文以为民请命为中民的思想内容，此外，《孟子》中的一些有论点，论据，论证的话录，虽不即事名篇，但都是随感而发，实开后世随感录式杂文的先河。     

记忆规律在《药剂学》教学中的运用

通过运用记忆规律,加强对学生记忆方法,记忆品质的训练,探讨提高《药剂学》教学效果的方法。     

口译的基础——从理解到记忆

口译的本质是从源语信息的解码到译语语言的输出,是一个大脑高速运转处理和加工信息的复杂过程。其中对源语的理解和记忆显然是整个口译活动的基础,起着至关重要的作用。阐述了口译中理解和记忆的内在联系,以及两者各自的内在过程,揭示出必须脱离原语语言外壳,抓住信息意义才能进行行之有效的理解和记忆,同时在此基础上对二者的训练策略进行了相应探讨。     

制作演示课件应用于公共通识课程的教学

针对目前高校公共课程的教学状况，提出使用PowerPoint软件制作演示型课件应用于教学过程，给出具体的制作方法共同探讨，以期提高教学质量。