Perceptual causality in children

Three experiments considered the development of perceptual causality in children from 3 to 9 years of age (N = 176 in total). Adults tend to see cause and effect even in schematic, two-dimensional motion events: Thus, if square A moves toward B, which moves upon contact, they report that A launches B--physical causality. If B moves before contact, adults report that B tries to escape from A--social or psychological causality. A brief pause between movements eliminates such impressions. Even infants in the first year of life are sensitive to causal structure in both contact and no-contact events, but previous research with talking-age children found poor verbal reports. The present experiments used a picture-based forced-choice task to reduce linguistic demands. Observers saw eight different animations involving squares A and B. Events varied in whether or not these agents made contact; whether or not there was a delay at the closest point; and whether they moved rigidly or with a rhythmic, nonrigid "caterpillar" motion. Participants of all ages assigned events with contact to the physical domain and events without contact to the psychological domain. In addition, participants of all ages chose causality more often for events without delay than with delay, but these events became more distinct over the preschool range. The manipulation of agent motion had only minor and inconsistent effects across studies, even though children of all ages considered only the nonrigid motion to be animal-like. These results agree with the view that perceptual causality is available early in development.     

Perceptual completion in newborn human infants

Despite decades of studies of human infants, a still open question concerns the role of visual experience in the development of the ability to perceive complete shapes over partial occlusion. Previous studies show that newborns fail to manifest this ability, either because they lack the visual experience required for perceptual completion or because they fail to detect the pattern of motion. To distinguish these possibilities, newborns' perception of a center-occluded object was tested, using stroboscopic motion. Infants (mean age of 72 hr) perceived the object as a connected unit, providing the first evidence that the newborn is capable of filling in gaps in the visible surface layout when the relevant visual information can be detected by his or her immature visual system.     

广告应讲究感性诉求

广告是企业的一种促销手段，也是宣传企业形象的有效方法。讲究广告的感性诉求方式，不但可以更好地发挥广告的作用，同时也能更直接地达到商品促销的目的。在感性消费时代，广告的感性诉求可以从广告的字数。广告的独特性、情感性和情境性，结合社会热点和特别的时间、特定的意义等几个方面入手。     

理念之感性显现——论现代设计中的抽象快感

本文采用“美是理念的感性显现”这一黑格尔美学思想的核心和基本观点,就设计中抽象的快感做一探视性的研究,试图在可感的现代设计作品中寻求理念指导的普遍性。     

感知方言学——母语者感知空间的计量探索

本文旨在介绍感知方言学的研究目标、基本方法和原理.感知方言学包含感知距离和语言态度两个重要的议题.前者有"小箭头法""差异分级法""手绘地图""录音识别"等方法,后者包括愉悦度评价和正确性评价.本文基于该领域大量国内外前沿研究成果对上述方法逐一介绍,并强调了感知方言学研究的意义.     

《了不起的盖茨比》的感性美

《了不起的盖菲茨比》是菲茨杰拉德最为优秀的作品。作者以其细腻的笔触,采用大量的声、色、光、影的意象和典型的象征系统,塑造了一个可感可触的“爵士时代”。作品以色彩缤纷、声韵丰美的感性意象及典型象征系统的运用来剖析《了不起的盖菲茨比》的感性美,以揭示其恒久的艺术魅力。     

谈素描中的整体感知力

素描教学中培养学生的整体感能力十分重要，在整体感知能力的训练时，应该强调积极主动的理性参与，而且要具体落实到每一个素描教学阶段中去，虽然，在第一阶段中整体意识的训练所达到的标准有所不同，但只要坚持这种从低级的整体意识到高层次的整体感知能力的反复训练，就能发挥预期效果。     

胡塞尔知觉现象学中的“动觉”理论

胡塞尔认为动觉虽然不参与知觉事物的直接构成,但却在每一种知觉行为当中均有动觉的间接参与。动觉是一种预先感知,没有动觉的参与,任何一种知觉行为都是不可能的。在事物感知当中,动觉同时还是空间构成的根据。作为哲学概念的动觉,并不考察动觉的生物学过程,而是着重探讨在动觉之上人类的主体性及其超越性体现。     

Perceptual influence of psychoeducational reports

In the present study, teachers read fictitious psychoeducational reports that interpretively were consistent, inconsistent, or absent with respect to a child's diagnostic label. On a perceptual expectation questionnaire, teachers indicated both their perceptions of the child and their confidence in these perceptions, after reading a cumulative folder and again after reading a psychoeducational report. Although the reports differed by just one or two interpretive statements, results revealed that teacher perceptions of child characteristics changed in an adaptive direction for the school performance clusters of general adjustment, academic skill, and learning approach, while report interpretation negatively influenced ratings for intellectual capacity. Further, the type of diagnostic label provided in the cumulative folder was an important variable in determining the perceptual effect of the report's interpretation, since different patterns of teacher perception and their confidence in these perceptions were observed for LD, BD, or EMH labels.     

Dimensional Strategies Dominate Perceptual Classification

The nature of perceptual classification was investigated in children ranging between 4 and 10 years, and in young adults. Triad classification task responses were categorized as consistent or inconsistent with several classification rules, including: overall-similarity, size-dimensional, brightness-dimensional, pure identity, and all combinations of a switch from one rule to another midway through the experiment. The rule with the highest proportion of responses consistent with it reflectd each person's best-fitting rule pattern. The higher this value, the higher the assumed consistency of rule usage. Data from the majority of individuals in every age group conformed best to one of the three dimensional rules. In addition, the consistency values for individuals' best-fitting rule became significantly higher as age increased. It is concluded that most children have a tendency to attend selectively to one stimulus dimension when making perceptual classification judgments. The developmental trend in perceptual classification does not appear to be a holistic-to-analytic shift; instead, it is a trend toward greater consistency in following a given classification rule.     

感性消费时代中的DM设计

DM的形式伴随着投递方式的发展而不断丰富．明信片和信封虽然是最基本的形式，然而这两种形式也仍然包括很多种类．随着形式和材质的不断丰富，选择与传递信息相适合的形式成为了可能．而后，电子邮件的加入使DM的地位清楚地确立下来．通过对DM的战略性使用，使它逐渐成长为一种不可缺少的传媒方式．呈现出新的发展．     

论笛卡尔哲学中人的感性存在之悬置

按照黑格尔的说法,笛卡尔是“新世界”哲学的真正奠基人,因为是他把“真理”问题置入主体思维的“内在性”之中。然而,我们认为,这一“置入”实际地确立了“我思”（主体）设定“对象”（客体）的主体性哲学原则,从而决定性地开启了近代知识论哲学路向。正是这一哲学路向的开启,感性——这一彰显人的鲜活的生存情态或人在存在论上的处境被深深地锁闭起来。     

学分制推行中的两个认识问题

学分制是高校教学管理制度之一，当前推行学分制必须解决如何辩证对待学分制、推行过程中的“乱”和“秩序”，解决高校管理者的角色定位问题。