Mathematics and the Sensible World: Representing,Constructing, Simulating

The Paris-based scientific historian Amy Dahan-Dalmedico asks why a knowledge of numbers, algebra and abstract forms should be key to our understanding of the sensible world. As she reveals, mathematics, like the world itself, has shifted and fluctuated over time since its earliest origins in ancient Egypt. Evolving and morphing as a discipline, it has covered a diverse range of practices and theories. Copyright © 2011 John Wiley & Sons, Ltd.     

The psychologist’s dilemma: To subject the self to science—or science to the self?

William James, one of the major founders of modern scientific psychology, spoke often about "the psychologist's fallacy." This fallacy resulted (and still results) from the tendency of psychologists to confuse their analyses of subjective experience with the nature of so-called objective reality. A related, though less attended problem revolved (and revolves) around what I shall call "the psychologist's dilemma." Although this latter problem was shared by other psychologists at the turn of this century, I will discuss it with special reference to the thought and work of William James. I have chosen to do so partially because James's own psychological and philosophical works reflect the import and centrality of this dilemma in the history of the human sciences, and partially in recognition and honor of the one hundredth anniversary of James's two-volume masterpiece, The Principles of Psychology, which will be celebrated in 1990. As I hope will be clear, this dilemma continues to be relevant to the concerns of contemporary psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Charles W. Bray II (1904–1982).

Presents an obituary for Charles William Bray, II. Bray received the master's degree in psychology in 1926, and the PhD in 1928; his doctoral thesis on "Vitamin A Deficiency and Its Relation to Hearing" was published in the Journal of Experimental Psychology in 1941. He was appointed instructor in psychology in the Princeton department in 1928, and then continued to rise through the academic ranks, becoming assistant professor in 1931, associate professor in 1941, and full professor in 1945. In his academic teaching, Bray was mainly concerned with experimental methodology, working with other members of the departmental staff in laboratory training courses for undergraduate students and was also deeply involved in the training of graduate students and especially their guidance in connection with their doctoral theses. He taught courses in differential psychology and educational psychology, as well as the laboratory training course in experimental psychology. Personally, Chuck was a man of warmth, grace, forthrightness, and sound judgment; he was the perfect friend to all who knew him well. As a scientist he was perceptive, painstaking, and thoroughgoing, with an unhurried objectivity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Karl Schofield Bernhardt.

Announces the death of Karl Schofield Bernhardt, who was a longtime member of the staff of the Department of Psychology at the University of Toronto. Starting out as a comparative psychologist studying the effect of vitamin B deficiency in the learning ability of the white rat, his interest soon shifted to problems in the area of early child development where it remained for the rest of his career. He was instrumental in the development of the Institute of Child Psychology, and had much to do with the early development of the Canadian Psychological Association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Day After: A preliminary report on its effects on children.

Contends, on the basis of the findings of J. Schofield and M. Pavelchak (see record 1986-11372-001), that the TV movie, The Day After, was a salient emotional stimulus and that developmental differences in self-reported nuclear war fears should be expected. Preliminary data collected by the present authors, using 126 2nd–6th graders, suggest that Ss' fears were both reactive to environmental events and developmentally mediated. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

输水管道水力损失的计算及其影响因素分析

通过研究可以有效的优化输水管道水力损失的计算,使设计参数更为准确。方法：通过四种常用水力损失计算公式的计算分析,研究如何选取正确的计算公式,不同的管道在计算过程中的优化,沿程水损与局部水损的计算时注意事项。结果：寻找到不同管道计算时采用的不同公式,并提出了由于水锤等原因造成的计算误差。结论：考虑影响水力损失的因素对于水力计算来说,是十分必要的。     

论《蝇王》中的政治寓意

《蝇王》是英国著名作家威廉.戈尔丁获得诺贝尔文学奖的代表作品。自《蝇王》问世以来,对这部小说的文学评论屡见不鲜。本文旨在从这部作品中所反映出的政治寓意这一角度重新解读该巨著。     

MEMORIES OF THE PACIFIC: BOOK REVIEWS

Abstract

This article describes the importance of the Knox contribution to the breaking of the plugboard German Enigma through his early work on the commercial machine; as well as his invention of “rodding” and exploitation of the Saga method of “boxing.” It also covers the multi-turnover Abwehr machine through observation of the phenomenon of ‘crabs and lobsters’ in message indicators.     

Correction to Kosits (2004).

Reports two errors in the original article by Russell D. Kosits (History of Psychology, 2004, Vol. 7, No. 4, pp. 340-366). On p. 358, the first paragraph should read "Given this theological background, it is now possible to consider the New Psychology's Fallacy argument as deeply ironic and even tragic, particularly for William James, the argument's most influential articulator." Also, on p. 342, footnote 5, 6th line of the quotation, the word to should not be crossed out. (The following abstract of this article originally appeared in record 2004-21409-002.) In The Principles of Psychology, William James (1890) articulated an influential, boundary-setting argument against faculty psychology, subsequently dubbed the Fallacy of the Faculty Psychology. This argument was reiterated in American psychology textbooks for the next several decades, arguably solidifying and simplifying American perceptions of the "old" faculty psychology and establishing belief in the superiority of the "New Psychology." When placed in the context of American theological and philosophical history, however, the New Psychology argument appears unoriginal, somewhat unfair, and deeply (and even tragically) ironic. Despite their best intentions, a fallacy did emerge in the old psychology as they sought psychological foundations for libertarian free will. For those members of the New Psychology still committed to free will, then, the Fallacy argument cut both ways--refuting the fallacy also meant tearing down a long-standing foundation for free will in American psychology. Offering no viable alternative to fill the moral void, the New Psychology appeared at times conflicted with its new deterministic identity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)