脑认知的神经基础

动物都需要认识和学习外界环境因素,并根据价值与风险做出抉择与行动;社会动物还必须有社会认知、共情、社会交往等社会行为能力;而人类有发达的自我认知、逻辑推演、意识、语言等能力。动物认知能力的好坏,决定了动物在野外是否能够成功觅食、躲避天敌、繁衍后代;而人类认知能力,则决定了个人的人生轨迹、自我价值实现乃至对社会的贡献。所有这些认知行为都是由神经细胞的功能来决定,其神经基础是脑科学的核心问题,也是人类认识自身的终极挑战。经过多年的研究,神经科学已经揭示了认知行为神经基础的一些基本原理:不同认知行为是由脑内不同的神经环路负责,需要各脑区内的局部神经环路与脑区间长程神经环路的协同工作;学习与记忆是许多认知功能的必要基础,这是由神经细胞之间突触联结的强度与结构的可塑性介导;神经调质(例如多巴胺)可以在多个尺度上调节神经网络的活动与可塑性,从而调控认知行为。文章聚焦在感知觉、学习与记忆、抉择、社会行为、意识和运动控制等方面,对认知功能的神经基础进行了概述。我们认为,未来神经科学需要结合介观和微观尺度的研究,对认知行为的神经基础进行系统与深入的阐明。在介观层面,科学家们需要描绘脑区之间细胞类型特异性的联结图谱;绘制认知功能的大脑功能图谱;利用因果性手段、揭示认知功能的核心脑区;操控不同脑区及脑区间联结的活动,进而观察认知行为的改变和其他参与环路的活动变化,从而获得脑整体动态规律。在微观层面,需要阐明不同脑区有哪些特定类型的神经元;揭示不同类型神经元是如何参与特定认知功能的;解析不同类型的神经元是如何联结以及这些联结是如何在认知行为中发生动态改变的。这些介观与微观研究将为理解宏观认知行为的神经基础提供重要线索,对于破解人类智能这一终极奥秘具有重要意义。同时,揭示认知行为的神经机制还是治疗脑疾病的必要基础,而且有助于推动脑启发(Brain Inspired)的智能技术的发展。     

双循环格局下我国体育用品制造业高质量发展研究

面对国际国内复杂的经济发展形势,我国提出国内大循环为主体、国内国际双循环相互促进的产业新发展格局。采用文献资料、专家访谈以及逻辑分析等研究方法,以适应双循环格局为逻辑基点,探究了我国体育用品制造业高质量发展的新趋向。研究认为,双循环格局是基于时代背景的必然选择,双循环所倡导的科技创新、促进消费、高水平开发将促进体育用品制造业的高质量发展。对照双循环发展的内在要求,目前我国体育用品制造业仍存在内循环供给质量和效率与需求结构仍不匹配、外循环深陷“低端锁定”困境、传统全球价值链面临破裂风险、国内循环与国际循环良性互动尚未形成等问题。提出调结构、促消费、增固投、稳流通和强互动等体育用品制造业高质量发展策略。     

当代图书馆学科体系建设的开拓之作——《图书馆社会价值评估研究》评析

熊伟先生新著《图书馆社会价值评估研究》的最大学术创见,是系统提出了"图书馆广义本体论",明确了当代图书馆学科的逻辑起点、逻辑主体和逻辑终点,推动当代图书馆学科体系发生了"客观知识本体论"转向。该书提出的当代图书馆学研究对象要从"无居之变"转向"有居之变"、研究思维要从"如吾所识"转向"如其所能"、研究方法要从"逻辑实证"转向"计算模拟"等重要学术主张将对图书馆学科建设产生深远的影响。     

“箱根计划”辨伪——兼及口述回忆资料中的“观念性作伪”现象

连瑞琦回忆录所述与杨虎城回国反蒋之"箱根计划",不论就其资料出处、计划制定过程,还是就其内容要点及所谓执行过程来考察,均属虚妄无稽之事。口述回忆资料中较普遍存在的"观念性作伪"现象,常具有四种表现形式和五大特征,不仅其辨别甚难,且极易蛊惑史家而导致谬说流行。     

应用直觉模糊熵研究模糊评价矩阵群决策

基于直觉模糊熵提出了一种分析直觉模糊评价矩阵决策问题的新方法。利用直觉模糊熵定义指标权重矩阵,指标权重矩阵行向量满足概率分布公理化定义,结合相对熵优化模型得到了指标权重的最优解;通过专家提供的信息量结合相对熵模型得到专家客观权重,最后利用模糊互补判断矩阵与相对熵模型实现了备选方案之间的最优排序,最后给出一个实例,说明该方法的可行性和优越性。     

绿色化学课双语教学探讨

文章探讨了在绿色化学课程中实施双语教学的必要性、存在的问题及解决的措施等．     

The role of educational developers in the expansion of educational technology

This paper explores how academic staff are supported in attempts to develop their use of educational technologies. It identifies the work undertaken by academic staff in the development of an Information and Communications Technology (ICT) application and relates this to the direct support (helping staff to teach using ICT) and professional development opportunities (helping staff to develop their skills) available to them. These broad areas of support are seen as a continuum, with varying proportions of direct support and professional development available in different circumstances. The paper concludes that increasing use and expectations of ICT to support student learning in traditional universities are leading to a greater need for team‐based approaches to support learners, and the issues that this change raises are explored.     

A Memoir of Co‐Mentoring: The “We” that is “Me”

The author’s academic journey in learning to mentor and be co‐mentored involved three rites of passage. In this reflective essay (invited paper), the author acknowledges his most influential co‐mentors—former dissertation supervisees and long since colleagues—who helped form the “we” that is him. The first phase coincided with a constraining time in research and supervision. The author co‐published only a few journal articles and mainly with one mentee. During his second stage in Toronto, Canada, he experienced an exponential increase in co‐publication. This was a natural extension of mutually beneficial working relationships and successful doctoral defenses. Like a trusted friend, a mentor can guide his or her charges as they set out to discover and realize the potential within. The responsive form of learning in partnership enacted a version of collective action among equals. The author became a collaborative arts‐based‐educational researcher‐mentor: a hyphenated collection of selves. Since having returned to Australia, he co‐mentors early career academics seeking to publish and use writing as and for their professional development.