In response to the sudden outbreak of COVID-19 in early 2020, the entire Chinese education system was switched to an online teaching model within a short time. As a front-line teaching manager, I am aware that this entails major changes to the teaching environment and information media, with a subtle psychological impact on both ‘teaching’ and ‘learning’ subjects. Specifically, information technology has an impact on educational fairness and learners’ psychological needs. In this article, I observe the influence of online teaching (...) on learners’ cognition and feelings from the perspective of the ‘needs hierarchy’. The research findings will be helpful to understanding the impact of information-based teaching methods, and to push forward with new forms of telematic online learning. (shrink)

As an unusual event, fasting can induce strong physiological and psychological reactions, but there is still no clear understanding of how previous fasting experiences affect people’s responses to current fasting. This study aimed to investigate the influence of previous fasting experiences on participants’ basic physiological and psychological responses in a fasting experiment conducted under intensive medical monitoring. For a 22-day experiment divided into four phases, a total of 13 persons participated; the participants were divided into a group with prior fasting (...) experience and a group without prior fasting experience. The results indicate no group differences in physiological responses ; however, differences in psychological states were observed, with the Newbie group showing more negative psychological states overall throughout the experiment. Hence, previous fasting experience may be a buffer against negative feelings during current fasting. For this reason, it is important to consider fasting experiences as a vital factor in future research. (shrink)

The ability of bilingual individuals to manage two competing languages is assumed to rely on both domain-specific language control and domain-general control mechanisms. However, previous studies have reported mixed findings about the extent and nature of cross-domain generality. The present study examined the role of language dominance, along with bilingual language experience, in the relationship between word recognition and domain-general cognitive control. Two single-language lexical decision tasks and a domain-general flanker task were administered to bilinguals who live in the sociolinguistic (...) context of a minority and a majority language, namely, Uyghur and Chinese, respectively. The results showed a diversity in language dominance patterns with better performance in L2 than L1 in the recognition modality, even for participants who self-identified as globally being dominant in L1. This finding reflected all bilinguals’ self-evaluation that their preferred language for reading was L2, suggesting that language dominance is dynamic, depending on what language modality is measured. Furthermore, it was found that an earlier onset age of L2 acquisition and a higher across-modality dominance in L2 were related to faster L2 word recognition. When self-reported language dominance was operationalised as a grouping variable, it was further found that both across-modality L1- and L2-dominant bilingual participants demonstrated a significant relationship between L2 word recognition and domain-general monitoring control, while only L1-dominant bilinguals additionally tapped into inhibitory control, indexed by the flanker effect during L2 word recognition. These findings suggest that language dominance has an impact on the extent and nature of the overlap in control mechanisms across specific linguistic and domain-general cognitive domains and add evidence to a domain-general monitoring account of bilingual word recognition. (shrink)

di 1 juan. Qian shen shou--shen shou shi dai -- di 2 juan. She ji shou shi dai -- di 3 juan. Zhu zi shi dai.

Studies suggest that reward and emotion are interdependent. However, there are discrepancies regarding the interaction between these variables. Some researchers speculate that the inconsistent findings may be due to different targets being used. Although reward and emotion both affect attention, it is not clear whether their impacts are independent. This study examined the impact of reward anticipation on emotion processing for different targets. A cue-target paradigm was used, and behavior and eye-tracking data were recorded in an emotion or sex recognition (...) task under the conditions of reward and non-reward anticipation. The results showed that when the target was related to the emotional attribute of the stimulus, the reward promoted the processing target information, thereby generating reward-oriented attention. When the target was unrelated to the emotional attributes of the stimulus, the reward did not promote the processing target information, and at the same time, individuals had negative emotional biases toward the emotional faces. The results revealed that, in addition to affecting the attention to emotional faces independently, the target regulated the promotion of reward anticipation to emotional attention and attention bias towards negative stimuli. (shrink)