光环境对抽象逻辑思维能力的影响

人类主要通过光传递信息。光的色彩、照度及光线传播中所表现的各种规律对人影响巨大。光所形成的光环境效果．对提升一个人的抽象逻辑思维能力有重大影响。     

创新思维是逻辑思维与非逻辑思维的辩证统一

随着我国社会、经济、科技、文化的日益发展,创新思维和创新思维方法的研究越来越受到人们的广泛关注.就目前对创新思维的研究而言,还只是处于对创新思维及其方法的进一步认识阶段.在这个阶段,人们的认识并未完全达到一致.笔者对创新来自非逻辑思维的观点不敢苟同,认为创新思维既不排斥逻辑思维又不满足于逻辑思维,创新思维的根本方法--想象与灵感均是逻辑思维与非逻辑思维的对立统一.     

论创造性思维与逻辑的关系

创造性思维的四个阶段与人的逻辑思维过程是相吻合的,逻辑在创造性思维的整个发展过程中,潜性或显性地发挥着强大功能,创造性思维在本质上具有逻辑性。逻辑对于创造性思维的重要作用在于为思维提供一个基本的框架,当思维主体可以自由出入于该框架时,也便有了创造性思维。     

学术与大学的逻辑构成

学术是大学的本质所在,是大学形成与发展的内在根据。大学是以人才培养为主线,将其他学术活动有机联系起来的学术机构。大学职能的演进是学术潜能与日益丰富的社会需要相互作用的结果。学术活动的特点与原则规定着大学的实存状态与行为规律。     

Comparative investigation of the psychometric properties of three tests of logical thinking

Using a sample of 908 eleventh grade science stream male and female students from similar socioeconomic area schools, variance based psychometric properties of three paper-and-pencil tests of logical thinking (Longeot test, Lawson's test TOFR, and Tobin and Capie's test TOLT) are investigated. A sub-sample of 212 students took the three tests in randomly allocated different sequential orders of presentation, while 696 students took only two tests. Alfa coefficients for each test separately and for the three tests combined together, concurrent validity coefficients, measures of item difficulty, item discrimination, item-criterion correlation, and 30-day stability coefficients are calculated. Considering the relative homogeneity of the sample, the reliability coefficients of the tests are judged satisfactory, but concurrent validity coefficients are quite low which implies incongruency in decisions made on the basis of the three tests. Need for estimating various psychometric parameters of alternative tests of logical thinking over different grade populations is emphasized.     

Historical perspective taking: A standardized measure for an aspect of students' historical thinking

Researchers widely agree that learning history should involve more than learning historical facts and should include competencies of historical thinking. Various models of historical thinking view students' competency to take historical perspectives as a standard in history education. In this study we introduce a standardized measure for historical perspective taking (HPT) consisting of a short scenario set in the German Weimar Republic. We assessed students' HPT by using rating scales; our data were obtained in grammar schools from 170 German 10th graders. Latent class analyses identified three types of students with similar profiles of HPT. One was present-oriented and two showed more or less contextualized historical thinking. Students' history grades were connected to their HPT competency. We discuss limitations of the study and argue for further research on measures assessing students' historical thinking.     

A comparison of a subject-specific and a general measure of critical thinking

The majority of studies reporting gains in college students’ critical thinking due to instructional process variables measured critical thinking with subject-specific questions rather than general or decontextualized questions. However, it is uncertain whether these gains were attributable to the use of subject-specific questions or to other distinctive aspects of these studies (e.g., methodological). The present study provides a direct, controlled comparison between general and subject-specific test questions in the context of a laboratory-based true experiment assessing the effect of higher order review questions on gains in critical thinking. A stronger effect was found when the tests of critical thinking contained questions that were subject-specific (e.g., introductory psychology) rather than questions that focused on general topics.     

Inferring cross sections of 3D objects: A new spatial thinking test

A new spatial ability test was administered online to 223 undergraduate students enrolled in introductory science courses. The 30-item multiple choice test measures individual differences in ability to identify the two-dimensional cross section of a three-dimensional geometric solid, a skill that has been identified as important in science, technology, engineering and mathematics (STEM) fields. Bivariate and partial correlations suggest that the test measures a skill that is distinct from three-dimensional mental rotation and change in view perspective. Test items varied along two scales: complexity of the geometric solid to be sliced and orientation of the cutting plane. Internal reliability of both the overall test and its subscales was satisfactory. Performance was higher on figures cut by orthogonal, rather than oblique, planes. Patterns of performance across more and less complex items, and patterns of sex differences on these items, suggest that items on the test are differentially amenable to imagistic and analytic strategies, with males outperforming females on items that are less amenable to analytic strategies. The test shows promise for online administration and for adaptation to younger populations.     

艺术语言产生时思维的心象性和意象性

本文从心理学角度 ,探讨了艺术语言产生时的心理过程 ,认为 :艺术语言的思维是心象性思维 ,心象思维明晰化 ,就成为意象思维。艺术语言思维的根本目的是在“意”而不在“言” ,即“言” ,只是表现“意”的形式材料和手段而已。艺术语言的思维过程 ,首先是一种特殊的形象思维 ,即心象思维 ,“心象”是一种“心灵化的表象” ,它是渗透了主体认知、情感、心绪、审美体验等的表象。潜意识中的心象思维明晰化、语词化 ,就成为意象思维。     

发展观的逻辑演变——从经济增长发展观到科学发展观

发展观的演进经历了经济增长发展观、以人为中心的综合发展观、可持续发展观三个阶段。党的十六届三中全会提出的科学发展观,是对传统发展观的发展和创新。     

An investigation of the relationship between logical thinking structures and the ability to construct and interpret line graphs

This study investigates the relationship between logical thinking structures and the ability to construct and interpret line graphs. Seventy-two subjects in 7th, 9th, and 11th grades were administered individual Piagetian tasks to assess five specific mental structures: (Euclidean spatial structures) (a) Placement and Displacement of Objects (maintaining horizontal and vertical reference frames) and (b) One–One Multiplication of Placement and Displacement Relations (coordinate systems); (c) Multiplicative Measurement; (d) Multiplicative Seriation; and (e) Proportional Reasoning. Graphing abilities were assessed by having the subjects construct and interpret numerous graphs of varying content and difficulty. To minimize the researcher's guesses about interpretation, each subject's answers and reasons were subsequently explored during a clinical interview. The results indicate significant relationships of logical thinking to graphing ability. Multiplicative seriation, multiplicative measurement, and Euclidean spatial structures positively influenced graphing abilities. Subjects who showed evidence of proportional reasoning did significantly better on many graphing situations including choosing the part of the graph with the greatest “rate of change.” Locating points on a graph without a grid was significantly related to horizontal/vertical frames of reference. Students who did not possess the logical thinking structures were more likely to be dependent upon, and influenced by, perceptual cues and less able to interpret or construct graphs correctly.     

我国信息产业链逻辑结构解析

文章从逻辑层面深入剖析了我国信息产业链的内部结构及其在全球信息产业链上的位置,并以信息产业的特性和世界信息产业的发展走向为依据,对我国信息产业链结构的优化路径进行了简要构想。