Gao Yuan

Recent studies suggest large language models (LLMs) can generate human-like responses, aligning with human behavior in economic experiments, surveys, and political discourse. This has led many to propose that LLMs can be used as surrogates or simulations for humans in social science research. However, LLMs differ fundamentally from humans, relying on probabilistic patterns, absent the embodied experiences or survival objectives that shape human cognition. We assess the reasoning depth of LLMs using the 11-20 money request game. Nearly all advanced approaches fail to replicate human behavior distributions across many models. The causes of failure are diverse and unpredictable, relating to input language, roles, safeguarding, and more. These results warrant caution in using LLMs as surrogates or for simulating human behavior in research.

Abstract:Trains, a representation of Western technology and civilization, entered China in the early twentieth century. Han Bo poeticizes this train-induced Chinese modernity and its ongoing processes by mobilizing female images and characters on, of, or around the train, itself a complex of technocultural material forces entering into the vision of the modern Chinese people both individually and collectively. This essay analyzes such a train of train images in two poems by Han Bo, “Modern Sexual Equipmentality” and “Mass-Murdering Equipmentality,” while providing a brief contextual and conceptual framework for understanding some of the literary and philosophical aspects of contemporary Chinese poetry with some focus on their gender dynamics.

Teacher emotion, an important aspect of language teacher psychology, has recently drawn growing attention in language teacher development studies. Previous research has shown that language teachers, typically pressured by heavy workloads, may face emotional challenges from multiplied sources, especially in the context of educational changes such as curriculum reform and the COVID-19 emergency. Current literature on teachers’ emotions largely centers around ordinary language teachers, with teacher leaders whose agentic actions often exert greater influence on the effectiveness of educational changes rarely examined. Situated in a top-tier research university that has been promoting an English for Academic Purposes reform to enhance its science students’ multilingual competence in academic contexts, this longitudinal case study tracked the emotional trajectory of an English teacher, Lea, for 5 years. Adopting an ecological perspective, our study confirms that language teachers’ emotions vary across the reform ecosystems and extends the current inquiry by conceptualizing the intricately interrelated teacher emotion, agency, power, and identity as dynamic constructs. This study also reveals how the reform-inflected emotional changes were associated with Lea’s EAP teacher and teacher leader identity construction, with both identities reinforcing each other, which to some extent reconciled Lea’s emotional tensions. Our study bears significant implications for language teachers involved in educational reform, teacher leaders, and school administrators.

Phenology, as a local knowledge mainly studied by observation, embodies the direct correlation between plants and animals in nature and the local environment. The dialectics of external and internal causes, contradiction and opposition, and negation and negation, which are embodied in phenology, reveals the inner logic and scientific method of phenology as a study, which is beneficial for a more scientific understanding and practice of phenology. The first part of the article firstly introduces the inevitable connection between phenology as a kind of local knowledge and agriculture, and the second part details the application of the three laws of Dialectics of nature in the study of phenology, thus showing how to use Dialectics in Phenology to better understand and influence nature.

The way EFL students experience the process of learning has always been of utmost importance since it tremendously affects the amount of learning and received pleasure throughout this process for both teachers and students. From this aspect, both self-efficacious and committed teachers make a contribution to their organization’s success. Even though many studies have been conducted about teachers’ self-efficacy and their organizational commitment, a few of which concentrate their attention on the link between these two variables. To fill this gap, this review paper provides a glimpse at the underlying roles of teacher self-efficacy and their organizational commitment. Furthermore, it presents the definitions and applications of each construct. Finally, some implications and future recommendations are put forward to avid scholars.

Augustine’s theory of first movements has provoked many controversies over the years. When discussing Augustine’s position in preliminary passions, some scholars maintain that he misunderstands the Stoics, whereas some others argue that he grasps their works rather well and his accounts are consistent with Stoic teaching. This article examines how Augustine transforms his predecessors’ conception of first movements into his own theory, with particular focus on whether Augustine misinterprets his predecessor’s doctrine in his approach. The first section introduces the recent disputations on Augustine’s misunderstanding of the Stoic concept of the first movements. The second section compares Augustine’s opinions in his early, middle, and late writings to determine whether changes occur in his interpretation. Based on the above observations, this essay argues that Augustine is familiar with the Stoic doctrines, but in his later works, he ‘deliberately’ deviates from their concept of the first movements in order to refute their ‘pride’ and to defend his Christian position on the psychology of preliminary passions. These deliberate new changes of terms by Augustine do not derive from a misunderstanding, but rather follow from his attempt at constructing a new dynamic theological framework of addressing passions during his later thought. The article concludes with a third section that revisits the modern critiques and responds with a consideration of the significance of Augustine’s views on preliminary passions.