Anticipation is a crucial perceptual-cognitive skill in fast-ball sports, and the effect of high anxiety on performance has attracted more attention from sports psychologists. Related studies mainly focus on the effect of anxiety on influencing processing efficiency and attentional control during information processing in sport. Attentional Control Theory has been supported by several studies. However, these studies have been criticized by the low ecological validity of task design, such as neglecting the dynamic process of anticipation, and inadequate performance analysis, such (...) as analyzing response accuracy and time separately. Using temporal occlusion paradigm, we tested ACT in a dynamic anticipation process. Eighteen skilled and eighteen less-skilled table tennis players were required to anticipate the serves of opponents under dynamic task constraints and anxiety conditions. High cognitive state anxiety decreased processing efficiency for both groups whereas performance effectiveness did not differ. In addition, it negatively affected processing efficiency in early anticipation compared with late anticipation tasks, suggesting that high cognitive state anxiety may have a greater impact on top-down attentional control. Our findings provide support for ACT and show that anxiety impairs anticipation efficiency and performance, possibly due to an ineffectively attentional shift from external kinematic cues to internal long-term working memory. Findings also have implications for the adaptation of attentional strategies and anxiolytic training. (shrink)

This study aimed to explain the development of tourists’ pro-social intentions during heritage tourism within the pandemic context by combining the norm activation model and two significant variables in the theory of planned behavior. The quantitative data analysis results indicated that the proposed hypotheses have been partially supported, which resonated and enriched the existing studies on COVID-19-related pro-social tourism and tourist behaviors from a theoretical angle. Based on the research outcomes, the corresponding managerial implications for heritage tourism practitioners and meaningful (...) references for future researchers to promote sustainable and pro-social heritage tourism products have been discussed. (shrink)

In any given historical period, the fate of human beings is determined directly by their modes of existence and their ways of understanding to the future. In our time, the process of modernization leaves us uncertain about the future. This situation of uncertainty gives a new way of philosophizing and understandingphilosophy that must be appropriate to our new way of experiencing the future. We must recognize that the future has its own reality: that it transcends us and is also impact (...) within us, and that it is inherently unpredictable. Therefore, the mission of philosophy in our time is to embody this new way of experiencing the future and help people to see the future from the future. This way of living does not rest on the assumption that history has a given aim, but instead seeks to buildthe future that focuses on dialogue among people with different viewpoints. (shrink)

This paper is devoted to develop a nonlocal and time-delayed reaction-diffusion model for HIV infection within host cell-to-cell viral transmissions. In a bounded spatial domain, we study threshold dynamics in terms of basic reproduction numberR0for the heterogeneous model. Our results show that ifR0 1, virus will persist in the host environment.

1. 하나가 여럿에게 가는 길 - 2008년 11월 동아시아 경제공동체포럼 기조강연, 인천 드림시티에서 2. 물 - 마음과 돈과 물의 시대에 부쳐 3. 님 - 획기적 재분배의 이원집정제에 관하여 4. 도깨비 - ‘신의 우물’ 근처에서 춤추는 가난한 도깨비 이야기 5. 혁신 - 중국의 혁신은 ‘법혜월’과 같은 화엄개벽의 여성!

Teachers' adaptive expertise has received increasing attention in the current English as foreign language teaching field, however, it has seldom been examined with adaptive practices by teachers in on-going classes among existing literature. Adopting a mixed-method design with data triangulation, this study was conducted to explore the complexity of teachers' adaptive expertise and adaptive teaching practices that an EAP writing teacher demonstrated in academic writing courses, from a Complex Dynamic Systems Theory perspective. Semi-structured interviews, classroom observations, and questionnaires were arranged (...) to collect qualitative and quantitative data from an EAP writing teacher and 43 EFL learners in a Chinese university. Thematic analysis and SPSS were mainly used in the current work for data analysis. Our findings confirmed the complexity of TAE and ATP with specific features of non-linearity, interconnectedness, and self-organization, which are classic CDST characteristics; the TAE evolved with meta-cognitive, cognitive, affective and social components that are intertwined and contributed to the teacher's adaptive teaching practices in her academic writing course; being facilitated by TAE, the teacher's adaptive teaching practices significantly enhanced EFL learners, learning motivation of academic writing and their learning efficiency. Findings of the current work pave the way for future studies in researching TAE and ATP with a thorough consideration of language teachers, students and contexts from the CDST perspective. Moreover, pedagogical contributions are highlighted through the detailed examinations of the EAP writing teacher's ATP, including the class design, teaching plans, and methods, which would be fruitful for the development of tertiary EAP writing research. (shrink)

Lower plasma levels of high-density lipoproteins in adolescents with type 2 diabetes have been associated with a higher pulse wave velocity, a marker of arterial stiffness. Evidence suggests that HDL proteins or particle subspecies are altered in T2D and these may drive these relationships. In this work, we set out to reveal any specific proteins and subspecies that are related to arterial stiffness in youth with T2D from proteomics data. Plasma and PWV measurements were previously acquired from lean and T2D (...) adolescents. Each plasma sample was separated into 18 fractions and evaluated by mass spectrometry. Then, we applied a validated network-based computational approach to reveal HDL subspecies associated with PWV. Among 68 detected phospholipid-associated proteins, we found that seven were negatively correlated with PWV, indicating that they may be atheroprotective. Conversely, nine proteins show positive correlation with PWV, suggesting that they may be related to arterial stiffness. Intriguingly, our results demonstrate that apoA-I and histidine-rich glycoprotein may reverse their protective roles and become antagonistic in the setting of T2D. Furthermore, we revealed two arterial stiffness-associated HDL subspecies, each of which contains multiple PWV-related proteins. Correlation and disease association analyses suggest that these HDL subspecies might link T2D to its cardiovascular-related complications. (shrink)

In 2011 the Journal of Moral Education (JME) celebrated its 40th anniversary of publication. It seemed appropriate to examine and reflect on the JME?s achievements by reviewing its evolution and contribution to the emerging field of moral education and development. Moral education trends, as reflected in the 945 articles published in JME from 1971 to 2011, were investigated by content analysis. The research objectives were: to discover the trends in moral education as represented by published articles and special issues (by (...) analysis of disciplinary approaches, key topics, research methodologies and age-related educational levels) and to examine the international and gender-related development of the journal and the influence of its contributors (by analysis of first authors and editorial board members). The findings identify important concerns, key research topics and neglected areas in moral education and development. Analysis offers an insight into the contribution of JME as the main international interdisciplinary journal in this field, to the history of moral education, to theory and practice and in the changing socio-cultural contexts of the past 40 years. Discussion of the findings is offered, limitations are acknowledged and implications for future directions for the journal considered. (shrink)

Büchi, J. R. The monadic second order theory of [omega symbol]₁.--Büchi, J. R. and Siefkes, D. Axiomatization of the monadic second order theory of [omega symbol]₁.

In order to provide a unified framework for studying non-commutative algebraic logic, Rump and Yang used three axioms to define quantum B-algebras, which can be seen as implicational subreducts of quantales. Based on the work of Rump and Yang, in this paper we shall continue to investigate the properties of three axioms in quantum B-algebras. First, using two axioms we introduce the concept of generalized quantum B-algebras and prove that the opposite of the category GqBAlg of generalized quantum B-algebras is (...) equivalent to the category LogPQ of logical pre-quantales, but we can not prove that pre-quantales can be used as the injective objects in GqBAlg. Next, we use one axiom to propose the concept of C-algebras and show that a C-algebra is a group if and only if each of its elements is dualizing. Further, by dualizing elements of a C-algebra X, we can define different binary operations on X such that X is a moniod. Finally, we by the Zig–Zag relation discuss some properties of quantum B-algebras. (shrink)

As a non-dualistic but holistic and harmonious way of thinking, Chinese Yin-Yang Thinking can make great contributions to the contemporary dialogue between science and religion, especially in its emphasis on interdependence, mutual complementarity, and mutual transformation. It can help us understand the complex and multifaceted relationship between science and religion, and provides a middle way to move beyond the impasse between scientism and religious fundamentalism. This paper explores the following three contributions that Yin-Yang Thinking can make to the contemporary dialogue (...) between science and religion: 1. Yin-Yang Thinking can help deconstruct the dichotomy between science and religion by showing the interpenetration between them; 2. Yin-Yang Thinking can help promote synergy between science and religion by showing how they can complement and learn from each other; 3. Yin-Yang Thinking can help establish a partnership between science and religion in order to create an ecological civilization. The paper also explores the question of why such a valuable philosophical concept has been suppressed in China for almost a century. (shrink)

The present paper analyzes the self‐generated explanations (from talk‐aloud protocols) that “Good” and “Poor” students produce while studying worked‐out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self‐explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such (...) learning results in example‐independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self‐explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self‐explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation‐based learning to account for these psychological findings. (shrink)

In post-Gricean pragmatics, communication is said to be successful when a hearer recovers a speaker’s intended message. On this assumption, proposals for ‘what is said’ – the semantic, propositional meaning of a speaker’s utterance – are typically centred around the content the speaker aimed to communicate. However, these proposals tend not to account for the fact that speakers can be deliberately vague, leaving no clear proposition to be recovered, or that a speaker can accept a hearer’s misconstrual even though the (...) speaker didn’t intend it. In such cases, identifying ‘what is said’ is more contentious, even though communication is arguably no less successful. Building on recent interactionist approaches to meaning, this chapter offers a proposal for ‘what is said’ that can account for cases of ‘imperfect’ communication in which the recovery of a speaker’s intention goes awry. This involves taking ‘what is said’ as the co-constructed meaning that the speaker and hearer jointly agree on, giving ‘grounded meanings’ – those mutually and manifestly accepted into the discourse by speaker and hearer – higher precedence in a theory of communication than simply the speaker’s intended meaning. In such cases, rather than speaker and hearer converging at the level of explicit utterance content, communication is expected to be successful as long as the hearer recovers a proposition which is compatible with the speaker’s higher-order discursive goal. The hearer’s uptake is then allowed to override the content of the speaker’s intended meaning in the process of negotiating ‘what is said’. (shrink)

In the summer of 1997 one could scarcely enter a bookstore in Beijing without encountering Wang Xiaobo's pensive and defiant look on the cover of dozens of books displayed at the entrance. Wang had suddenly died in the spring of that year at the age of forty-five. Born in Beijing in 1952 to a family of intellectuals, he remained attached to China's capital despite periods of separation, such as during the Cultural Revolution, when he was sent to Yunnan to "learn (...) from the peasants" and taught in a "people-run-school" in Shandong, and also during the 1980s, when he studied in the United States . Wang always returned to Beijing, in the late 1970s to study economy and business at the People's University and in the late 1980s to teach there. After retiring in 1993, he devoted his time to writing: poetry, novels, essays, non-fiction, and a movie script. (shrink)

This book proposes a semantic theory of conditionals that can account for (i) the variability in usages that conditional sentences can be put; and (ii) both conditional sentences of the form ‘if p, q’ and those conditional thoughts that are expressed without using ‘if’. It presents theoretical arguments as well as empirical evidence from English and other languages in support of the thesis that an adequate study of conditionals has to go beyond an analysis of specific sentence forms or lexical (...) items. The resulting perspective on conditionals is one in which conditionality is located at a higher level than that of the sentence; namely, at the level of thought. The author argues that it is only through adopting such a perspective, and with it, a commitment to context-dependent semantics, that we can successfully represent conditional utterances as they are used and understood by ordinary language users. It will be of interest to students and scholars working on the semantics of conditionals in the fields of linguistics (especially semantics and pragmatics) and philosophy of language. (shrink)

Multicellularity in the cellular slime mold Dictyostelium discoideum is achieved by the expression of two types of cell–cell adhesion sites. The EDTA‐sensitive adhesion sites are expressed very early in the developmental cycle and a surface glycoprotein of 24000 Da is known to be responsible for these sites. The EDTA‐resistant contact sites begin to accumulate on the cell surface at the aggregation stage of development. Several glycoproteins have been implicated in the EDTA‐resistant type of cell–cell binding and the best characterized one (...) has an Mr of 80000 (gp80). gp80 mediates cell–cell binding via homophilic interaction and its cell binding site has been mapped to an octapeptide sequence. The mechanism by which gp80 mediates cell–cell adhesion will be discussed. (shrink)

Based on a rather simple thesis that we can learn from our mistakes, Karl Popper developed a falsificationist epistemology in which knowledge grows through falsifying, or criticizing, our theories. According to him, knowledge, especially scientific knowledge, progresses through conjectures that are controlled by criticism, or attempted refutations . As he puts it, ‘Criticism of our conjectures is of decisive importance: by bringing out our mistakes it makes us understand the difficulties of the problem which we are trying to solve. This (...) is how we become better acquainted with our problem, and able to propose more mature solutions: the very refutation of a theory ... is always a step forward that takes us nearer to the truth. And this is how we can learn from our mistakes’ . Since criticism plays such a crucial role in Popper's falsificationist methodology, it seems natural to envisage his heuristic as a helpful resource for developing critical thinking. However, there is much controversy in the psychological literature over the feasibility and utility of his falsificationism as a heuristic. In this paper, I first consider Popper's falsificationism within the framework of his critical rationalism, elucidating three core and interrelated concepts, viz. fallibilism, criticism, and verisimilitude. Then I argue that the implementation of Popper's falsificationism means exposing to criticism various philosophical presuppositions that work against criticism, such as essentialism, instrumentalism, and conventionalism; it also means combating what seems a common tendency of humans to be biased towards confirmation. I examine the confirmation bias, to which Popper did not give much attention: its pervasiveness and various guises, some theoretical explanations for it, and the role of teachers in undermining its strength and spread. Finally, I consider the question whether students can and should be taught to use disconfirmatory strategies for solving problems. (shrink)

Human one‐to‐one tutoring has been shown to be a very effective form of instruction. Three contrasting hypotheses, a tutor‐centered one, a student‐centered one, and an interactive one could all potentially explain the effectiveness of tutoring. To test these hypotheses, analyses focused not only on the effectiveness of the tutors' moves, but also on the effectiveness of the students' construction on learning, as well as their interaction. The interaction hypothesis is further tested in the second study by manipulating the kind of (...) tutoring tactics tutors were permitted to use. In order to promote a more interactive style of dialogue, rather than a didactic style, tutors were suppressed from giving explanations and feedback. Instead, tutors were encouraged to prompt the students. Surprisingly, students learned just as effectively even when tutors were suppressed from giving explanations and feedback. Their learning in the interactive style of tutoring is attributed to construction from deeper and a greater amount of scaffolding episodes, as well as their greater effort to take control of their own learning by reading more. What they learned from reading was limited, however, by their reading abilities. (shrink)

In this article I explore a central paradox of contemporary identity politics: why do we look for recognition from the very institutions we reject as oppressive? I argue that neoliberalism’s continued assault on the bases for collectivity has led to a suspicion that ‘the collective’ is an essentialising concept. The assault on the collective coupled with the neoliberal imperative to create an ‘authentic’ self has led to trauma and victimhood becoming the only bases on which people can unite. This manifests (...) discursively and theoretically in the primary trope of contemporary activism: ‘intersectionality’. Mobilising around this analytical concept has led to an analysis of oppression that, even as it claims to be systemic, is totally dematerialised and relentlessly individualised. Instead of building collective power, we are left with a politics of individual demand coming from a coalition of dispersed subject positions. (shrink)

This paper aims to bridge the relationship between metalinguistic if you like as a non-propositional discourse marker and its conditional counterparts. This paper claims that metalinguistic if you like is polysemous between a hedge that denotes the speaker’s reduced commitment to some aspect of the main clause, and an optional yet potential conditional reading that interlocutors can legitimately draw on in interaction which is brought about due to the ‘if p, q’ sentence form. That is, although the metalinguistic reading is (...) most likely obtained automatically by default, it also carries an available conditional reading that is akin to other metalinguistic conditional clauses such as if you see what I mean. Next, a semantic representation of metalinguistic if you like is developed that takes on board a characterization of conditionality that departs from lexico-grammatical conventions, such that conditionals of the form ‘if p, q’ no longer bear a one-to-one correspondence with “conditional” truth conditions. Employing a radical contextualist semantic framework in which the unit of truth-conditional analysis is not constrained to the sentence form, utterances employing metalinguistic if you like are given a semantic representation such that the if-clause does not contribute propositional content, yet they also maintain their status as conditionals as the sentence form gives rise to a potential conditional secondary meaning. (shrink)

In this article I explore a central paradox of contemporary identity politics: why do we look for recognition from the very institutions we reject as oppressive? I argue that neoliberalism’s continued assault on the bases for collectivity has led to a suspicion that ‘the collective’ is an essentialising concept. The assault on the collective coupled with the neoliberal imperative to create an ‘authentic’ self has led to trauma and victimhood becoming the only bases on which people can unite. This manifests (...) discursively and theoretically in the primary trope of contemporary activism: ‘intersectionality’. Mobilising around this analytical concept has led to an analysis of oppression that, even as it claims to be systemic, is totally dematerialised and relentlessly individualised. Instead of building collective power, we are left with a politics of individual demand coming from a coalition of dispersed subject positions. (shrink)

Global justice is one of the most important subjects in law and political theory today. What principles of justice might tell us about the actual practices of the WTO and other international economic institutions is of vital importance to states and their citizens. This volume reflects the results of a symposium held at Tillar House, the ASIL headquarters in Washington, DC, in November 2008 which brought together philosophers, legal scholars, and economists to discuss the problems of understanding international economic law (...) from the standpoint of rights, justice, and economic efficiency. The book makes advances in developing the normative criterion for ecaluation and justifying the international economic legal order. (shrink)

According to Karl Popper’s critical rationalism, criticism is the only way we have of systematically detecting and learning from our mistakes so as to get nearer to the truth. Meanwhile, it is arguable that the emphasis of Confucianism on creating a hierarchical and harmonious society can easily lead to submission rather than opposition, producing a conformist rather than critical mind. A question arises here as to whether Confucianism tends to denigrate criticism and thus run counter to critical rationalism. In this (...) paper, I first argue that Confucianism prizes criticism and critical discussion, for which ample justification can be found in Confucian classics. Then I compare Confucianism with critical rationalism and assess the compatibility between them. (shrink)

Nowadays, there is still a widely held view that the Chinese and Western modes of thought are quite distinct from each other. In particular, the Chinese mode of thought derived from Confucianism is considered as comparatively less rational than the Western one. In this article, I first argue that although the analogical mode of argumentation, which is often claimed to be in sharp contrast with the Western mode of rationalism, has played a prominent role in Confucianism, it does not make (...) Confucianism any less rational. Then, I examine the normative and communicative features of Confucian rationalism, exploring the implications of these features for critical thinking in education. (shrink)