本表按章合并自各章原有文献表，未作增删。
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· Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? *Journal of Experimental Psychology: Applied*, 15(3), 243-257.
· Kapur, M. (2008). Productive failure. *Cognition and Instruction*, 26(3), 379-424.
· Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In *Psychology and the Real World* (pp. 56-64). Worth.
· Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. *Cognitive Psychology*, 15(1), 1-38.
Epp, E. J. (1999). The multivalence of the term "original text" in New Testament textual criticism. *Harvard Theological Review*, 92(3), 245–281.
Epp, E. J. (2007). It's all about variants: A variant-conscious approach to New Testament textual criticism. *Harvard Theological Review*, 100, 275–308.
Gibney, E. (2025). Physicists disagree wildly on what quantum mechanics says about reality, Nature survey shows. *Nature*, 30 July 2025.
Greg, W. W. (1950). The rationale of copy-text. *Studies in Bibliography*, 3, 19–36.
McGann, J. J. (1983). *A Critique of Modern Textual Criticism*. University of Chicago Press.
McKenzie, D. F. (1986). *Bibliography and the Sociology of Texts*. British Library.
Mink, G. (2011). Contamination, coherence, and coincidence in textual transmission. In K. Wachtel & M. W. Holmes (Eds.), *The Textual History of the Greek New Testament: Changing Views in Contemporary Research*. Society of Biblical Literature.
Parker, D. C. (1997). *The Living Text of the Gospels*. Cambridge University Press.
Thompson, A., & Taylor, N. (Eds.). (2006). *Hamlet* and *Hamlet: The Texts of 1603 and 1623*. Arden Shakespeare, Third Series.
Wachtel, K., & Holmes, M. W. (Eds.). (2011). *The Textual History of the Greek New Testament: Changing Views in Contemporary Research*. Society of Biblical Literature.
Force, A., Lynch, M., Pickett, F. B., Amores, A., Yan, Y. L., & Postlethwait, J. (1999). Preservation of duplicate genes by complementary, degenerative mutations. *Genetics*, 151(4), 1531–1545.
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*字数：正文约 1.67 万汉字 · 版本 v1.0 · 2026-08-01 · 作者 王德生 ＋ Claude*
*人机分工声明：本章的三家源材料均为站外既有文献（见注释与参考文献）；两条轴的设定、四格表、一分钟判据、以及第十九节的自我定位由本次写作产出。全文由机器一次写成，人类确定选题与验收标准。第十九节所述的那次重复事件属实，且尚未被处置。*
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Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way. In *Psychology and the Real World*. Worth.
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. *Annual Review of Psychology*, 64, 417–444.
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Edelman, G. M., & Gally, J. A. (2001). Degeneracy and complexity in biological systems. *PNAS*, 98(24), 13763–13768.
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Wren, T. A. L., Mueske, N. M., Brophy, C. H., & Pace, J. L. (2018). Hop distance symmetry does not indicate normal landing biomechanics in adolescent athletes with recent anterior cruciate ligament reconstruction. *Journal of Orthopaedic & Sports Physical Therapy*, 48(8), 622–629.
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〔三〕Autor, D. H. (2015). Why Are There Still So Many Jobs? Journal of Economic Perspectives, 29(3), 3–30.
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〔五〕Parasuraman, R., & Riley, V. (1997). Humans and Automation: Use, Misuse, Disuse, Abuse. Human Factors, 39(2), 230–253.
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〔七〕Casner, S. M., Geven, R. W., Recker, M. P., & Schooler, J. W. (2014). The Retention of Manual Flying Skills in the Automated Cockpit. Human Factors, 56(8), 1506–1516.
〔八〕Regulation (EU) 2024/1689 of the European Parliament and of the Council laying down harmonised rules on artificial intelligence, Articles 12 and 14. https://eur-lex.europa.eu/eli/reg/2024/1689/oj
〔九〕Iyengar, S. S., & Lepper, M. R. (2000). When Choice is Demotivating. Journal of Personality and Social Psychology, 79(6), 995–1006.
〔十〕Thaler, R. H., & Sunstein, C. R. (2008). Nudge: Improving Decisions About Health, Wealth, and Happiness. Yale University Press.
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〔十七〕Edmondson, A. (1999). Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, 44(2), 350–383.
〔十八〕陈晓艳《接缝思维：不可通约处如何成为生产性的认知立足点》，SDE Universes 学员专栏。https://sdeuniverses.com/students/chen-xiaoyan/seam-thinking/
〔十九〕张琼《伦理空转项：中国伦理人类学田野采集的诊断》，SDE Universes 学员专栏。https://sdeuniverses.com/students/zhang-qiong/ethical-idling/
〔二十〕高鹏《使人成为主体的规则：论禁止性规则与期待型规则所安装的两种主体结构》，SDE Universes 学员专栏。https://sdeuniverses.com/students/gao-peng/rules-that-make-subjects/
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· Burroughs Wellcome Co. v. Barr Laboratories, Inc., 40 F.3d 1223 (Fed. Cir. 1994).（构思作为发明完成的时点；付诸实施与常规协助不构成发明人资格） law.justia.com
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1. Ashby, W. R. (1956). *An Introduction to Cybernetics*. London: Chapman & Hall.
2. Casner, S. M., Geven, R. W., Recker, M. P., & Schooler, J. W. (2014). The retention of manual flying skills in the automated cockpit. *Human Factors*, 56(8), 1506–1516. https://doi.org/10.1177/0018720814535628
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第一家主张驱动一切改变的只有预测与实际之间的落差，落差归零即模型收敛、不再改变是正确的；第二家主张可被推动的程度由响应函数单独决定，不施加扰动就无从判断；第三家主张能不能承受未来的要求由当下余量与所处工况单独决定，且不该为了知道好不好而去动它。三条在同一个具体处境里给出互相取消的处置，且各自的日课正是另一家诊断出的病：压低误差是第一家的日课，而第三家的余量学说指出误差被压到零的系统其退化不产生任何信号；施加扰动测响应是第二家的日课，而非破坏性检测这一整套东西存在的理由，正是「为了知道它好不好而去动它」本身不可接受；留足余量是第三家的日课，而第一家会说余量正是让落差归零的装置——余量越足，更新越少。 三家均为站外的公开文献，链接直达原始出处，可自行核对。
返回每日必读 →
· Belkoniene, M. (2025). Moral understanding: From virtue to knowledge. *Noûs*. https://onlinelibrary.wiley.com/doi/full/10.1111/nous.12508
· Goldman, A. I. (2001). Experts: Which ones should you trust? *Philosophy and Phenomenological Research*, 63(1), 85–110.
· Green, A. (2025). Epistemic authenticity, skilled interactions, and strategic parallel processing: A dialogue with Levy and Kawall. *Social Epistemology Review and Reply Collective*. https://social-epistemology.com/2025/09/15/epistemic-authenticity-skilled-interactions-and-strategic-parallel-processing-a-dialogue-with-levy-and-kawall-adam-green/
· Hills, A. (2009). Moral testimony and moral epistemology. *Ethics*, 120(1), 94–127.
· Hopkins, R. (2007). What is wrong with moral testimony? *Philosophy and Phenomenological Research*, 74(3), 611–634.
· Kawall, J. (2025). Finding work for epistemic autonomy: A reply to Green and to Levy. *Social Epistemology Review and Reply Collective*. https://social-epistemology.com/2025/05/07/finding-work-for-epistemic-autonomy-a-reply-to-green-and-to-levy-jason-kawall/
· Levy, N. (2024). Against intellectual autonomy: Social animals need social virtues. In *The Philosophy of Epistemic Autonomy* (special issue). *Social Epistemology*. https://www.tandfonline.com/doi/full/10.1080/02691728.2024.2335623
· McGrath, S. (2011). Skepticism about moral expertise as a puzzle for moral realism. *The Journal of Philosophy*, 108(3), 111–137.
· Nguyen, C. T. (2020). Autonomy and aesthetic engagement. *Mind*, 129(516), 1127–1156.
· Robson, J. (2022). *Aesthetic Testimony: An Optimistic Approach*. Oxford University Press. 评论见 https://ndpr.nd.edu/reviews/aesthetic-testimony-an-optimistic-approach/
· Robson, J., & Wallbank, R. (2025). Aesthetic testimony. In *The Stanford Encyclopedia of Philosophy* (Fall 2025 ed.). https://plato.stanford.edu/archives/fall2025/entries/aesthetic-testimony/
· Wollheim, R. (1980). *Art and Its Objects* (2nd ed.). Cambridge University Press.
· 关于证言在发展理解中作用的悲观论新论证，见 *Australasian Journal of Philosophy*, 103(3), 2025. https://www.tandfonline.com/doi/full/10.1080/00048402.2024.2421277
若知识论一侧正确（认知自主根本不是一种德性，应由智性互赖取代），则美学的熟识原则与伦理的道德证言悲观论是把一个误导性理想抬成了规范；若伦理一侧正确（以证言了结一个问题会使人此后更少去寻求理解），则互赖的处方正在系统性地生产不再求解的人；若美学乐观论一侧正确（那条禁令的来源不是认识论而是社会表演，且熟识原则今日已近乎被公认失败），则前两家都把一条表演规范误诊成了认识论规范。 三家均为站外的公开文献，链接直达原始出处，可自行核对。