Acta Psychologica Sinica

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25 April 1959, Volume 3 Issue 2 Previous Issue Next Issue

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CREATIVE THINKING AS OBSERVED IN CONSTRUCTING AUTOMATIC PUNCHING AND DIE MACHINERY

(Division of Industrial Psychology, Institute of Psychology, Academia Sihica)

1959, 3 (2): 47-54.

Abstract ( 283 )

For the purpose of solving the "bottleneck" problems of production, we helped a factory in organizing a shop nuclear sub-group. This sub-group provided the workers with some provocative materials, mainly in the oral and written form of provocativeness, as well as thru the use of prototypes such as diagrams and photographs, etc. These workers with the help of these materials, have invented ten sets of automatic and semi-automatic punching and die, thus laying down the foundation for the solution of the "bottleneck" problems.During the working processes, we joined the workers in discussing and in laboring, and observed and recorded the actual processes of the creative thinking activities of the workers. From these resuks we may single out these following points;1. Creation of new, machines-like automatic punching and die may be accomplished through a mass movement, a well-planned and'concentrated efforts of attack.2. Verbal presentation of problems and prototypes such as diagrams and photographs relative to the machinery can powerfully provoke and prorriote creative thinking of the workers.3. Creative thinking finds its origin in the necessity of social production. It is produced and developed in the course of practical activities and is the reflective process of objective laws.

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STUDIES ON CERTAIN RULES OF ABBREVIATIONS AND VARIATIONS IN THE PROJECT OF ROMANIZING CHINESE SPELLING SYSTEM

LU CHUNG-HENG AND MA LI-YING (Institute of Psychology, Academia Sinica)

1959, 3 (2): 55-64.

Abstract ( 723 )

Thepresent study is to investigate into the project of romanzing Chinese. Suggestions are made for revising some of those rules formulated therein.The authors conducted a research in the farmers' spelling class of Ting Hsien and discovered mistakes made on certain spelling rules of the project by 70 % to 90 % of the class. Two thirds of teachers'likewise made the same mistakes. An analysis of examination papers of 548 grade-school teachers, night-school teachers and members in the spelling class for training illiteracy-eliminating cadres, also revealed that about 30 % of this group made mistakes on these same rules. Thus, the authors were certain that the reason for making these mistakes was because of these rules being difficult for the pupils to understand.The authors proposed that these rules be revised accordingly:1. To cancel the abbreviated forms iu, ui, and un of multiple Vowels iou, uei, and uen. Actually, in tihs case the vowels o and e are weakened, but not disappeared.2. To retain the umlaut "..", on the top of u that follows j, q, and x, in order to avoid mechanical memorization of many rules on the part of pupils.3. To remove the rule of changing i into y and u into w. Instead, the use of a sound-separator, " ," is sufficient.