This study investigated the effect of non-task language in language switching experiment. Non-task language refers to participants’ language(s) (regardless of proficiency level) that are not used in any trials throughout the experiment. We recruited 60 Tibetan-Chinese-English trilinguals (grade-12 high school students with a median age of 17) to perform a lexical decision (word vs. non-word) task in only two of their languages. We repeated the experiment three times to present each language pair once. In each experiment, the participants were divided (...) into two groups which significantly contrasted with each other in their non-task language while remained comparable in the two task languages. Response time (RT) and error rate (ER) have been examined to evaluate task performance. The interaction between task performance and the participants’ proficiency in the non-task language was also examined. The results showed null effect of language switching. In addition, the effect of the non-task language was not found. These results were interpreted with reference to the main models of bilingual visual word recognition and the role of orthography specificity. (shrink)

With comparative case studies from China, Taiwan and Hong Kong, Jianlin Chen's new work offers a fresh, descriptive and normative perspective on law and religion. This presentation of the original law and religious market theory employs an interdisciplinary approach that sheds light on this subject for scholars in legal and sociological disciplines. It sets out the precise nature of religious competition envisaged by the current legal regimes in the three jurisdictions and analyses how certain restrictions on religious practices may facilitate (...) normatively desirable market dynamics. This updated and invaluable resource provides a new and insightful investigation into this fascinating area of law and religion in Greater China today. (shrink)

The effectiveness of a rubric depends on how it is enacted. Although students' efforts in rubric use vary, few studies have investigated the hidden motivations when rubrics are utilized for classroom assessment. This qualitative study attempts to categorize students' effort in rubric use and identify personal differences and contextual factors influencing the effort in the EFL classroom assessment environment. A total of 79 students at a Chinese university participated in the study. The data collected included their classroom oral presentation results (...) and nine case study informants' retrospective interviews on their processes of rubric use. Focuses were drawn upon students' perceptions and practices of rubric use throughout the task process. Totally, three types of effort patterns emerged in light of students' self-ratings and descriptions of the use. The intense kind held firm trust in rubric utility and thus utilized the rubric to develop the targeted competence throughout the whole process. The medium type either selectively followed the rubric in optional phases of the process due to their judgments of the rubric and the task. The loose type was least responsive to the rubric since their actions seemed largely affected by their self-efficacy and prior experience. Results showed that students' effort in rubric use in classroom assessment was the outcome of cognitive appraisals of a rubric, students themselves, and a task. The study highlights trait motivation and task motivation in the effectiveness of rubric use in assessment practices. Implications on rubric employment and task design are drawn to tap students' motivation for rubric use to achieve assessment for learning. (shrink)

As one of the most important routing problems in the complex network within a very-large-scale integration circuit, bus routing has become much more challenging when witnessing the advanced technology node enters the deep nanometer era because all bus bits need to be routed with the same routing topology in the context. In particular, the nonuniform routing track configuration and obstacles bring the largest difficulty for maintaining the same topology for all bus bits. In this paper, we first present a track (...) handling technique to unify the nonuniform routing track configuration with obstacles. Then, we formulate the topology-aware single bus routing as an unsplittable flow problem, which is integrated into a negotiation-based global routing to determine the desired routing regions for each bus. A topology-aware track assignment is also presented to allocate the tracks to each segment of buses under the guidance of the global routing result. Finally, a detailed routing scheme is proposed to connect the segments of each bus. We evaluate our routing result with the benchmark suite of the 2018 CAD Contest. Compared with the top-3 state-of-the-art methods, experimental results show that our proposed algorithm achieves the best overall score regarding specified time limitations. (shrink)