Complex belief-desire reasoning in children

Previous research concerned with children's belief-desire psychology has examined the capacity to predict or interpret action on the basis of the implicit proposition that ‘when an actor desires a particular end and believes that a particular action will achieve that end, he or she will undertake that action’. The limitations of this formulation for understanding acts of omission are outlined and an elaborated version of belief-desire psychology introduced. This version holds that ‘when an actor desires a particular end and believes that a particular action will achieve that end, and when it is believed that there are no co-occurring outcomes of that action whose avoidance is desired more highly than is the originally conceived end, then the actor will undertake the action which will satisfy the original desire’. An experiment is reported which examines 4-, 5, and 7-year-olds' ability to predict story characters' actions on the basis of either their true or false beliefs concerning undesirable outcomes associated with the pursuit of a desired end. Children of all age-groups provided evidence of understanding the elaborated version of belief-desire psychology. However, a significant improvement was noted between the ages of 4 and 7 years in the ability to understand circumstances involving false beliefs.     

人力资源开发与高校办学定位

教育是人力资源开发的主导形式,高校办学定位直接影响着人才培养的类型和规格。适应科学技术的发展和社会经济增长方式的转变,高校办学定位必须与时俱进,不断调整和革新。在当前和今后相当长一段时间,高师院校必须走“以师为本、综合发展”之路。     

Progress and cumulation in the human sciences after the fall

What do we mean by progress and cumulation in the social and human sciences? Recent thinking in the philosophy and history of science has led to an abandonment of some versions of logical positivism and of verificationism that had a strong deductive and theory testing orientation. What is to replace them is less clear. This paper argues that progress and cumulation can be seen as a process of evaluation and retention within an epistemic community. Scholarly disciplines differ in their social structure and in their epistemic and normative commitments. Since sociology is a fragmented discipline, progress and cumulation differ within its multiple subdisciplines, which to varying extents represent epistemic communities. Brief sketches of progress (advance) and cumulation in several subdisciplines are offered.     

First Nations and community economic development: a case study

A training project in a northern Canadian community providedan opportunity to examine participatory planning approachesand the meaning of work in First Nations communities. Focusgroups conducted three years after the unsuccessful interventionof a community economic development (CED) project suggest thatcomplex factors such as lack of support from community leadersand rate of pay for workers determine whether CED is alwaysappropriate in northern, First Nations contexts.     

The Division of Household Labor in Germany and Israel

We compare the patterns of household division of labor in Germany and Israel—two countries that share key elements of the corporatist welfare regime but differ in their gender regimes—and evaluate several hypotheses using data from the 2002 International Social Survey Program. Although time constraints and relative resources affect the division of household labor and women’s housework in both societies, we find that in Germany the gender order of household labor is more rigid, whereas in Israel the spouses’ linked labor market status exerts distinctive effects. We also find significant relationships between gender ideology and the division of household labor. We discuss the theoretical advantages of approaching the comparative study of gender inequality from the vantage point of family and gender regimes.     

唐代狩猎诗论

唐代狩猎诗数量虽不多,但作者涉及面广,无疑是辉煌灿烂的唐诗中一道独特亮丽的风景线。唐代狩猎诗创作的繁荣,与唐代朝野普遍尚猎的风尚及文人入幕、从军边塞活动密切相关。唐人狩猎诗内容丰富,形式多样,特点鲜明,于中还透露出崇猎尚武、积极进取的时代精神。     

教育失序问题的文化救治（上）

教育发展、人的自由而全面的发展与教育秩序的矛盾．是人们在现代社会生活中所必然遇到的一个基本问题。这在教育的现代转型中表现得尤为明显。虽然解答这一问题的根本思路是加强教育制度建设，但由于文化有其特殊的公共性，因而也是解答现代社会教育发展、人的自由而全面发展与教育秩序问题的一条重要理路。在现代教育制度的架构下，通过帮助人们获得公共价值观、起码共识和基本共同感，文化构成现代社会教育发展、人的自由而全面发展不可或缺的重要机制。     

亲属称谓“公”“私”考

“公”“私”是两个出现较早的亲属称谓。祖父、父亲、夫之父、夫之兄均可称“公”,这与公有制下年长男子在父系氏族内部所处的领导地位有关,他们拥有安排和处理公共事务的权力。“私”是女子对姊妹之夫的称呼,源于建立在生产力水平低下的普那路亚婚制,反映了姊妹共夫、女子与姊妹之夫存在着合法的性关系的事实。透过二者,可以揭示古代的社会制度和婚姻制度的实质。     

机械设计技能培训功能的教学模块

文章根据专业学习和技能培训的关系,设计了本科教学的机械设计技能培训模块,为培养大学生的设计技能提供了一个实践平台。     

佛山目标产业体系的抉择与逼近──兼论利用外资优化佛山产业结构

分析了区域裂变后的佛山产业体系发展的现状，并结合佛山未来的经济发展战略，勾勒出佛山目标产业体系，同时提出了以外资的利用作为优化佛山产业体系动力源的对策思路。