Les pages suivantes essaient de résumer brièvement une étude entreprise par l’auteur sur les rapports qui unissent Descartes et Comenius, étude qui sera publiée sous peu in extenso. On y joindra évidemment les textes, les extraits des documents contemporains, bref tout l’appareil scientifique assez considérable que comporte une étude de nature historique. Mais ici, à mon grand regret, j’ai été obligé de supprimer toute la documentation qui doit étayer l’exposé que l’on trouvera ci-après. Il lui manque en outre l’esquisse des (...) perspectives historiques dans lesquels se placent les événements dont j’aurai à parler. Faute de place, il a fallu se résigner, bien à regret, à quelques généralités. (shrink)

The long-term persistence of neurotic symptoms, such as anxiety, poses difficult problems for any psychological theory. An attempt is made to revive the Watson-Mowrer conditioning theory and to avoid the many criticisms directed against it in the past. It is suggested that recent research has produced changes in learning theory that can be used to render this possible. In the first place, the doctrine of equipotentiality has been shown to be wrong, and some such concept as Seligman's “preparedness” is required, (...) that is the notion that certain CS are biologically prepared to be more readily connected with anxiety responses than others. In the second place, the law of extinction has to be amended, and the law of incubation or enhancement added, according to which the exposure of the CS-only may, under certain specified conditions, have the effect of increasing the strength of the CR, rather than reducing it. The major conditions favouring incubation are Pavlovian B conditioning, that is a type of conditioning in which the CR is a drive; a strong UCS, and short exposure of the CS-only. (shrink)

A classic exposition of Kant's ethical thought.

Selected response items and constructed response items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which a statistical topic model along with a diagnostic classification model was applied to a mixed item format formative test (...) of English and Language Arts. The DCM was used to estimate students’ mastery status of reading skills. These mastery statuses were then included in a topic model as covariates to predict students’ use of each of the latent topics in their written answers to a CR item. This approach enabled investigation of the effects of mastery status of reading skills on writing patterns. Results indicated that one of the skills, Integration of Knowledge and Ideas, helped detect and explain students’ writing patterns with respect to students’ use of individual topics. (shrink)