We believe that the developmental psychology of cognition is very important, and our belief is further supported by the fact that all sciences, including highly developed ones, have the characteristics of sustainable development. For example, in physics, the safest theory is often threatened by being replaced by other theories, which only partially incorporate the former. Even the most accurate experimental results are often revised to make them closer to the facts. Although the accepted theories within the scope of logic and mathematics have not been denied by later theories, these theories may be put into new or broader relationships, making their meanings change or become richer; Their argument can reach a new level of rigor. In short, any science is always imperfect and often in the process of construction. Therefore, it is obvious that sooner or later, the analysis of epistemology will inevitably gain the height and breadth of a historical or historical criticism; The history of science is an indispensable tool for philosophy to understand science. The question is whether history includes prehistory. However, there is a complete lack of literature on the formation of the concept of prehistoric human beings, because although we know the technical level of prehistoric human beings, we do not have enough supplementary information on the cognitive function of prehistoric human beings. Therefore, the only way out before us is to learn from biologists, who seek advice from embryology to supplement their poor knowledge of ethnogenesis. In psychology, this means studying the individual development of children's psychology at each age.
Secondly, even if people confine themselves to the so-called history in the original sense, there will still be some sometimes not unimportant connections between history and psychological occurrence. For example, a visionary historian of science like Kuhn even wrote the following words when talking about our research work: "The reason why I was able to come up with the method of asking questions to dead scholars was partly due to my research on Piaget's method of asking questions to living children."
Thirdly, we should explain that although philosophers who study epistemology often ignore psychological problems, our main concern is to establish contact with scientists who are interested in their own scientific epistemology. In fact, the most valuable epistemology of modern mathematics and physics was put forward by mathematicians and physicists themselves. Many scholars who study the epistemology of these sciences are interested in psychological problems, which greatly encourages us. For example, Nielsbohr Institute in Copenhagen held an academic report on statistical causality on its 50th anniversary. In addition to the papers of pure physicists, there are two papers on logic and four reports on the psychological development of concepts such as contingency, probability and causality (four out of twelve papers in total). We see that the discussion between physicists and psychologists is the same as our annual meeting on genetic epistemology. Undeniably, these are just some definite signs, but these signs point out the role that genetic epistemology will play once the non-existent interdisciplinary relationship between different disciplines is established.
Generally speaking, we want to say that the research on the psychological occurrence of cognition is an indispensable part of epistemological analysis. This kind of research tells us that cognitive structure is not pre-formed in objects, because these objects are always assimilated into the logical and mathematical framework beyond objects; Nor is it pre-formed in the subject that must be constantly reorganized. Therefore, the acquisition of knowledge must be explained by a theory closely related to structuralism and constructivism, that is, every structure is the result of psychological occurrence, which is a transition from a relatively primary structure to a less primary (or more complex) structure. Therefore, the operation of logical mathematics is ultimately related to the general provisions of actions (combination, arrangement order, correspondence, etc.). ), and at the end of the analysis, it is related to the biological self-regulation system; But the biological self-regulation system does not include all those constructions in advance, but only the starting point of these constructions.
1. According to the context, the correct understanding of the underlined sentence of 1 is (3 points) ().
A. Other theories often contain the most reliable theories in physics. In order to get closer to the truth, even the most accurate experimental results are often revised.
B. Theories that have been recognized within the scope of logic and mathematics have been put into new or broader relationships, which have changed or enriched their meanings.
C. Because the analysis of epistemology is bound to gain the height and breadth of a historical or historical criticism sooner or later, any science is always imperfect and often in the process of construction.
D. We are convinced that the accepted logic and mathematical theories will also be in constant development, and their arguments can reach a new degree of rigor.
2. The following analysis of the original idea is correct (3 points) ()
A. Paragraph 1 first expounds the importance of cognition in developmental psychology, and then proves with examples that only those highly developed sciences have the characteristics of sustainable development.
B. The second paragraph inherits paragraph 1 and quotes the language of historians of science to prove that even if people confine themselves to the so-called primitive history, there will still be some subtle connections between history and psychological occurrence.
C the third paragraph comes from the "relationship between history and psychology" in the second paragraph. Our main concern is to establish contact with scientists who are interested in their own scientific epistemology. Finally, through some signs, it is concluded that after the establishment of interdisciplinary relations, people have understood the important role played by genetic epistemology.
D. The article first makes it clear that cognitive developmental psychology is essential, then demonstrates it from three angles, and the last paragraph is a summary, echoing the beginning. It emphasizes that the acquisition of knowledge must be explained by a theory closely related to structuralism and constructivism.
3. The following summary of the original author's views is incorrect (3 points) ()
A. Because we have a certain understanding of the technical level of prehistoric humans, but we don't have enough supplementary information about the cognitive function of prehistoric humans, there is a complete lack of literature on the formation of prehistoric human concepts.
B whether people confine themselves to the so-called history in the original sense or not, history and psychological occurrence sometimes have some important connections.
C some of the most valuable psychological questions about epistemology put forward by modern mathematicians and physicists have greatly inspired our research.
D each structure is the psychological result of the transition from the primary structure to the secondary (or more complex) structure.
Reference answer:
1. Answer: D.A. Error "changing the scope". The original text is: "The latter is only a partial fusion of the former." Error b "may be reality", the original text: "These theories may be put into new or broader interrelationships". Error C "Reversing Cause and Effect", the original text: "Therefore, it is obvious that the analysis of epistemology will inevitably gain a historical or historical critical height and breadth sooner or later."
2. Answer: Item A tampered with the original text ... The most valuable epistemology of Neo-Confucianism was put forward by mathematicians and physicists themselves. They put forward "epistemology" instead of "psychological problems about epistemology" in the options.