从感性直观到感性活动：马克思对费尔巴哈哲学的超越

费尔巴哈对事物从感性的、直观的形式去理解,对后来马克思主义哲学的产生有着举足轻重的作用,这种作用表现为：马克思对对象的理解超越了费尔巴哈的直观,着眼于实践去理解,从主体方面去理解,这一超越为马克思哲学开辟了新的道路。     

Varieties of perceptual learning

Although most studies of perceptual learning in human participants have concentrated on the changes in perception assumed to be occurring, studies of nonhuman animals necessarily measure discrimination learning and generalization and remain agnostic on the question of whether changes in behavior reflect changes in perception. On the other hand, animal studies do make it easier to draw a distinction between supervised and unsupervised learning. Differential reinforcement will surely teach animals to attend to some features of a stimulus array rather than to others. But it is an open question as to whether such changes in attention underlie the enhanced discrimination seen after unreinforced exposure to such an array. I argue that most instances of unsupervised perceptual learning observed in animals (and at least some in human animals) are better explained by appeal to well-established principles and phenomena of associative learning theory: excitatory and inhibitory associations between stimulus elements, latent inhibition, and habituation.     

论知性和理性－－人类思维把握世界的两种方式

知性和理性是人类思维不断深化的两个阶段 ,知性是理性的基础 ,是上升到理性的必经环节 ,理性高于知性并包括知性于自身之中。知性和理性都属于理性认识 ,都是人类思维对事物本质的把握 ,但二者把握事物的层次、方法、特点、结果各不相同     

稳健图像Hash研究进展

The easy generation, storage, transmission and reproduction of digital images have caused serious abuse and security problems. Assurance of the rightful ownership, integrity, and authenticity is a major concern to the academia as well as the industry. On the other hand, efficient search of the huge amount of images has become a great challenge. Image hashing is a technique suitable for use in image authentication and content based image retrieval （CBIR）. In this article, we review some representative image hashing techniques proposed in the recent years, with emphases on how to meet the conflicting requirements of perceptual robustness and security. Following a brief introduction to some earlier methods, we focus on a typical two-stage structure and some geometric-distortion resilient techniques. We then introduce two image hashing approaches developed in our own research, and reveal security problems in some existing methods due to the absence of secret keys in certain stage of the image feature extraction, or availability of a large quantity of images, keys, or the hash function to the adversary. More research efforts are needed in developing truly robust and secure image hashing techniques.     

Two perceptual variables in within-event learning

Four autoshaping experiments employed pigeon subjects to explore within-stimulus learning. Experiments 1 and 2 investigated the formation of an association between two elements within a visual compound as a function of the similarity of the elements to each other. As in earlier experiments on the formation of associations between stimuli, similarity improved learning within a stimulus. Experiments 3 and 4 examined the formation of color-form associations when the color was a property of the form or of the ground on which the form occurred. Learning was better between the form and its color than between the form and the color of its background. These results suggest that perceptual variables contribute to within-stimulus learning.     

Auditory perceptual processing in reading disabled children

One hundred and three children attending Learning Assistance Centres due to reading difficulties and one hundred and three matched, average readers were administered a battery of auditory perceptual processing tasks. The battery was composed of auditory analysis and synthesis, auditory sequential memory, auditory discrimination, and phonemic segmentation tasks. A principal components analysis yielded four factors. These were determined to be advanced phonological awareness, sequential memory, discrimination, and simple phonological awareness. Discriminant analyses, using the factor scores, indicated that three of the four factors were able to discriminate between the able and disabled readers. Most notable among these was advanced phonological awareness. Auditory discrimination could not discriminate between the groups. The results suggest that there may not be one underlying phonological ability implicated in successful reading acquisition. Furthermore, it is clear that two levels of phonological awareness exist and that screening and diagnostic instruments should address both in order to have predictive validity.     

Language and reading: Some perceptual prerequisites

Conclusion Since Orton first noted the communicative and perceptual deficits of reading impaired children, many investigators have attempted to delineate in more detail the nature of perceptual impairment in children with language and reading disabilities. Considerable advances in our knowledge concerning the manner in which speech is processed as a code have occurred since Orton’s time. These advances have made it possible to demonstrate a more direct link between perceptual deficits and the development of communication skills, including reading. Presented at the 30th Annual Conference of The Orton Society, Indianapolis, November 1979.     

感性形象与超感性意义的直接合一

随着心理学发展的逐渐成熟,对直觉的认识也日益趋向一致.这显然为艺术直觉的研究提供了稳固的理论基础.而审美直觉的发生看似一闪而过,实则其内部有一个准备和形成的过程.     

The role of inhibitory associations in perceptual learning

Preexposure to two compound flavors (AX and BX) typically enhances their discriminability: An aversion conditioned to AX will generalize less to BX, especially if the preexposure regime has involved alternated presentations of AX and BX rather than presenting all AX trials before BX trials (or vice versa). One possible explanation of this finding is that alternating preexposure establishes inhibitory associations between the two unique features A and B, thus counteracting the generalization produced by excitatory associations between X and A and between X and B, which might result in either the retrieval of B on a conditioning trial to AX, or the retrieval of A on a test trial to BX. Three experiments on flavor aversion conditioning in rats tested these predictions. Experiment 1 suggested that the more important of these excitatory associations was that which allowed X to retrieve A on the test trial to BX. Experiment 2 suggested that the more important inhibitory association was that which allowed B to inhibit the representation of A on this test trial. Experiment 3 provided direct evidence of the role of this inhibitory B⊣A association.     

An integrative perceptual approach for teaching Chinese characters

This paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters pupils are required to learn are selected on the basis of their frequency in adult written communications rather in everyday child usage. The process takes many years and is perceived by pupils as laborious and boring. The writers of the paper developed an approach based on the phenomenographic approach to learning and on various pioneering ways of teaching Chinese characters. Learning starts with the pupils’ own language and characters are introduced and used in contexts meaningful to the pupil, attention being drawn systematically to structural features, written form and pronunciation. Characters are learnt in relational clusters, similarities and variations among related characters in the clusters being used by teachers to highlight and emphasise crucial aspects of Chinese characters and words. The learning mastered serves as a foundation for subsequent learning. After an in-depth discussion of theory and pedagogy, the writers report an investigation in four primary schools in Hong Kong that yields strong support for the efficacy of the approach.     

Cognitive and perceptual measures as predictors of fourth-grade achievement

This study used a multivariate approach and longitudinal design to examine the relationship of early perceptual and cognitive development to later school achievement. The extent to which a set of 4th-grade achievement measures could be predicted from a set of variables collected when the students were in first grade was determined through a series of canonical and multiple correlation analyses. These results were compared to results of an earlier phase of the study. Similarities between the two phases indicated that: (a) A measure of visual perception added significantly to the prediction of achievement afforded by consideration of sex and academic aptitude. (b) The variables used to predict achievement may differ somewhat between boys and girls. (c) The usefulness of sex as a predictor of school achievement depends upon the specific achievement area under consideration. Differences in the two phases involved the extent to which sex was a predictor of a specific achievement area.