断定、否定、承诺、资格与不相容性(以及一些推论)

在这篇短文里,我将比较Huw Price([7])和我本人([9])关于否定的对称性处理的两种不同方式,并与Robert Brandom关于承诺、资格和不相容性的分析进行对比.这两种方式都可以归为Brandom所谓的规范语用学,是一种关于意义的语义学反实在论:语汇的含义是由人们的受规则支配(即规范的)的语用实践(语用学)予以明确的.这样的处理不同于直觉主义者的语义学反实在论,因为它提供了一种方式,使得我们可以区分"A"和"A得以保证"的推理意义.尽管"证明"具有某种中心地位,但"实证"并不是意义的首要承载者.而这种区分植根于对人们语用实践的细致分析.一方面,根据Price以及我本人的看法,人们既做断定也做否定:另一方面,Brandom则区分了自上而下的承诺与自下而上的资格,以及据此而定义的不相容性概念.本文考察这些不同进路之间的各种关联,并讨论从这些考察中浮现出的一种关于证明的看法.     

Wearable Technologies for Anxious Adolescents

Abstract

Nearly one in three adolescents in our country experience stress or anxiety to the extent that it negatively effects their ability to cope with daily life demands. However, educators are not well prepared to support students who have anxiety-related issues. One approach for supporting adolescents with anxiety-related issues involves the use of wearable technologies. These devices support self-regulation by providing real-time physiological marker information. Wearers can then become more mindful of their stress at that moment and implement positive stress or anxiety-reducing interventions. This article provides an overview of wearable technologies and related research and describes steps that support adolescents who have wearables for addressing their anxiety.     

‘They Came to Sneer,and Remained to Cheer’: Interpreting the 1934–35 England Women’s Cricket Tour to Australia and New Zealand

Abstract

This paper focuses generally on the history of women’s cricket during the earlier twentieth century, primarily on the 1934–35 England women’s cricket tour of Australia and New Zealand, and more so on the New Zealand dimension. The tour occurred at a critical time for women’s team sport in both countries in that from the 1920s consistent local and then national competitions brought continuity to previously fragmented activities. Hence the tour provides a useful barometer for a wide range of attitudes to sporting participation by women and reveals contrasts between Britain and Australasia. At the same time, there are specific attitudes to the playing of cricket by women that need to be explored. Here there are some obvious differences between accounts in dedicated women’s cricket sources and the specialist women’s press, both of which sought to encourage the game on its own terms, and those in sources with a broader scope and male-dominated editorship which were more inclined to trivialize and disparage women’s cricket and to judge it against the men’s game.     

Statistical methods for analysing discrete and categorical data recorded in performance analysis

In this paper, we identify appropriate statistical methods for analysing categorical differences in discrete variables or 'performance indicators' resulting from performance analysis. The random mechanisms associated with discrete events do not follow a normal distribution; that is, the normal distribution is a continuous not a discrete probability distribution. We propose appropriate statistical methods based on two key discrete probability distributions, the Poisson and binomial distributions. Two approaches are proposed and compared using examples from notational analysis. The first approach is based on the classic chi-square test of significance (both the goodness-of-fit test and the test of independence). The second approach adopts a more contemporary method based on log-linear and logit models fitted using the statistical software GLIM. Provided relatively simple one-way and two-way comparisons in categorical data are required, both of these approaches result in very similar conclusions. However, as soon as more complex models or higher-order comparisons are required, the approach based on log-linear and logit models is shown to be more effective. Indeed, when investigating those factors and categorical differences associated with binomial or binary response variables, such as the proportion of winners when attempting decisive shots in squash or the proportion of goals scored from all shots in association football, logit models become the only realistic method available. By applying log-linear and logit models to discrete events resulting from notational analysis, greater insight into the underlying mechanisms associated with sport performance can be achieved.     

How linguistically‐informed are phonics programmes?

Successive UK government policies have strengthened the phonics element of the National Curriculum for English in England. The policies have included inviting publishers to submit completed self‐assessments of their systematic phonics programmes. The self‐assessment criteria focus on what is deemed to be ‘high‐quality provision’, as defined in the Independent Review of the Teaching of Early Reading chaired by Jim Rose. The programmes whose self‐assessments were judged to be accurate by small panels of independent evaluators have been subsequently listed on a central government website. The authors have acted as independent evaluators in this process and, between them, had the opportunity to inspect the content of over 100 phonics programmes. They have noted that many of these programmes (most of which did not meet the Rose criteria) contained numerous linguistic inaccuracies, particularly in relation to the English spelling system and its grapheme‐phoneme correspondences. The existence, number and range of these errors jeopardise policy implementation and National Curriculum delivery and pose risks for the quality of teaching and learning. The article suggests some reasons for these findings in related published debates and in policy documents, and that phonics programmes need to be more linguistically‐informed. The article concludes with some implications for practice.     

Establishing Parity in Middle and Secondary Co-taught Classrooms

Co-teaching is one approach for providing instruction in the general education classroom for students with and without disabilities. In this approach, two licensed teachers (usually one general educator and one special educator) teach a diverse group of students. Researchers have confirmed that often co-teachers do not experience parity; that is, they do not share, distribute, and implement tasks equally. Often, the special educator assumes the role of a paraprofessional rather than an equal. This article presents reasons for this lack of parity and provides specific ideas for honoring the expertise of both co-teachers.     

The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations

Despite research demonstrating a strong association between early and later mathematics achievement, few studies have investigated mediators of this association. Using longitudinal data (n = 1,362), this study tested the extent to which mathematics self‐concepts, school placement, executive functioning, and proficiency in fractions and division account for the association between mathematics achievement in first grade and at age 15. As hypothesized, a strong longitudinal association between first‐grade and adolescent mathematics achievement was present (β = .36) even after controlling for a host of background characteristics, including cognitive skills and reading ability. The mediators accounted for 39% of this association, with mathematics self‐concept, gifted and talented placement, and knowledge of fractions and division serving as significant mediators.