交智能以及语言能力认识流动性解释了艺术宗教以及复杂的演讲一旦人�

交智能以及语言能力认识流动性解释了艺

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交智能以及语言能力。认识流动性解释了艺术、宗教以及复杂的演讲。一旦人类 拥有了这样的思维,他们就可以找到解决严重的经济危机,例如先前所述的农业 困境的具有创造力的方法。米森提出存在四种可以解释农业起源的心理因素:( 1 打造集中用于收割以及加工植物资源的工具的能力;( 2 )将动植物作为获取社会 声望和权力的手段的趋势;( 3 )与动物发展出与人类结构相似的 社会关系 的趋 —— 尤其是把动物当做人(神人同形同性论)以及把人当做动物(图腾崇拜); 4 )驯化动植物的趋势。 有些社会驯化了动植物、发现可以使用金属打造工具、通文达理并且形成了 国家的事实不应使我们忘记其他社会虽发展出了畜牧或园艺(蔬菜园艺)但是仍 停留在文盲状态,并且生产力较低,只有少数社会进入了现代的狩猎采集社会。
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BBS.TPOOO.COM 淘宝旗舰店 全国免费咨询电话 400-000-6150 探究使某些社会选择农业而其他社会停留在狩猎采集或园艺的条件具有重要的 考古学意义。但是,我们应该记住有很多知晓农业的社会几乎是有意不选择它。 米森的解释是否恰当还有待讨论,而且近来有些作者强调其它因素的重要性。
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BBS.TPOOO.COM 淘宝旗舰店 全国免费咨询电话 400-000-6150 Autobiographical Memory Think back to your childhood and try to identify your earliest memory. How old were you? Most people are not able to recount memories for experiences prior to the age of three years, a phenomenon called infantile amnesia. The question of why infantile amnesia occurs has intrigued psychologists for decades, especially in light of ample evidence that infants and young children can display impressive memory capabilities. Many find that understanding the general nature of autobiographical memory, that is, memory for events that have occurred in one's own life, can provide some important clues to this mystery. Between ages three and four, children begin to give fairly lengthy and cohesive descriptions of events in their past. What factors are responsible for this developmental turning point? Perhaps the explanation goes back to some ideas raised by influential Swiss psychologist Jean Piaget—namely, that children under age two years represent events in a qualitatively different form than older children do. According to this line of thought, the verbal abilities that blossom in the two year old allow events to be coded in a form radically different from the action-based codes of the infant. Verbal abilities of one year olds are, in fact, related to their memories for events one year later. When researchers had one year olds imitate an action sequence one year after they first saw it, there was correlation between the children's verbal skills at the time they first saw the event and their success on the later memory task. However, even children with low verbal skills showed evidence of remembering the event; thus, memories may be facilitated by but are not dependent on those verbal skills.
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