W. Ren

To study the different mechanisms of understanding figurative language in a speaker’s native language and their second language, this study investigated how scientific metaphors in Chinese and English are electrophysiologically processed via event-related potential experimentation. Compared with the metaphors from daily life or in literary works, scientific metaphors tend to involve both a more complicated context structure and a distinct knowledge-inferencing process. During the N400 time window, English scientific metaphors elicited more negative N400s than Chinese ones at the parietal region. In the late positive component time window, English scientific metaphors elicited less positive LPCs than Chinese ones at the parietal region, and larger late negativities encompassing smaller areas of the brain. The findings might indicate that for late unbalanced bilingual speakers, L2 scientific metaphor comprehension requires more effort in information retrieval or access to the non-literal route. Altogether, the possible findings are that non-native and non-dominant language processing involves decreased automaticity of cognitive mechanisms, and decreased sensitivity to the levels of conventionality of metaphoric meanings.

Reinforcement learning relies on the reward prediction error (RPE) signals conveyed by the midbrain dopamine system. Previous studies showed that dopamine plays an important role in both positive and negative reinforcement. However, whether various reinforcement processes will induce distinct learning signals is still unclear. In a probabilistic learning task, we examined RPE signals in different reinforcement types using an electrophysiology index, namely, the feedback-related negativity (FRN). Ninety-four participants were randomly assigned into four groups: base (no money incentive), positive reinforcement (presentation of money rewards), negative reinforcement (removal of money losses), and combined reinforcement (money rewards and removal of money losses) groups. In addition, in order to evaluate the engagement of emotional activity in the different reinforcement processes, Positive and Negative Affect Schedule-Expanded Form (PANAS-X) scales were applied before and after the experiment to detect the emotional changes. The results showed that there was no difference between groups in the dopamine-related learning bias. However, compared to the other three groups, negative reinforcement elicited smaller FRN (the difference-wave measure) during the learning, stronger positive affect and joviality, and less fatigue after the learning, in which the difference between the negative and positive reinforcement groups was smaller. The results indicated that pure avoidance motivation may induce distinct emotional fluctuations, which influence the feedback processing.

Research in second language pragmatics has paid increasing attention to learners’ individual differences, but few studies have examined the relationship between learners’ willingness to communicate in L2 and their pragmatic competence. To this end, this study investigates the association between WTC and pragmatic awareness and comprehension of Chinese as a second language learners. A total of 80 CSL learners studying abroad in three universities in China participated in this study. Data were collected through a WTC questionnaire, a self-perceived communication competence questionnaire, a pragmatic awareness judgment task, and a multiple-choice test for pragmatic comprehension. Statistical analyses were conducted to explore the relationship between the learners’ pragmatic awareness and pragmatic comprehension on the one hand and their WTC and SPCC in L2 on the other. The findings indicated that SPCC correlated positively with the learners’ L2 pragmatic comprehension, but not with their L2 pragmatic awareness. No correlation was found between WTC and pragmatic awareness and comprehension. The results suggest that SPCC may contribute to learners’ L2 pragmatic comprehension; some implications for teaching and future research directions are also discussed.

Ironic criticisms in online interactions are very common, but have rarely been examined. Following the concept of (non)propositional irony, this study investigates how online ironic criticisms are produced and responded to. The findings were derived from a mixed-methods analysis of 200 comments and 1,140 responses collected from Weibo. The analysis offers a computer-mediated taxonomy and identifies four subtypes of ironic criticisms, with different realisation forms in each subtype. Responses to negative evaluations are more common in online ironic interactions. Possible motivations for the prevalence of online ironic criticisms are also discussed. The findings shed light on the creativity of ironic criticisms on social media, and suggest the need for an updated definition of ironic criticisms to account for their use in online interactions.

Reprogramming the Signifiers engages in the spirited debate on the origins, effects, and outcomes of the post-truth phenomenon. Adopting a narratological approach and taking the standpoint that post-truth represents a socio-cultural narrative shift, this thesis argues the case for a post-truth narrative atmosphere capable of enacting a profound impact on individual and community psychology and cognition. To that end this work undertakes an analysis of narrative movement through the synthesised space — a descriptor for the enmeshment of the online and offline worlds which the larger proportion of humanity now inhabits – I demonstrate that it is possible to see how the post-truth tectonic is established and maintained by delineating how narrative is warped and bent through these spaces, how it becomes immediately unmoored from its foundational context, creating the atmosphere of confusion, misunderstanding, and obfuscation which embodies the post-truth condition. This work then outlines a series of inbuilt narrative defence mechanisms whose existence has, in some cases, through real-world outcomes caused by obscured narrative movement, broken the grip of post-truth narrative on an audience within the synthesised space. Through these mechanisms, this thesis determines, there is a means to push back against the ongoing effects of post-truth tectonic shift without requiring legislative responses that would inhibit the ability of online spaces to provide a voice for marginalised groups, which has become a vital and powerful fulcrum for global advancement of human rights and freedoms.

Teachers perform the duty of imparting knowledge and educating people, and undertake the important task of cultivating socialism builders and successors and the mission to improve the quality of the nation a whole. Therefore, teachers should set an example in abiding by teachers’ professional ethics, intensifying construction of teachers’ morality, and improving level of education. This article proposes the constructive thought in teachers’ morality construction in vocational education, that is, to try to improve the overall quality of a teacher in vocational education. Improvement of moral trait is the foundation, improvement of cultural awareness the key, improvement of innovative quality the core, and improvement of health and psychological quality is the basis

Background: Cognitive impairment is one of the core symptoms of schizophrenia, which is considered to be significantly correlated to prognosis. In recent years, many studies have suggested that metabolic disorders could be related to a higher risk of cognitive defects in a general setting. However, there has been limited evidence on the association between metabolism and cognitive function in patients with early-stage schizophrenia.Methods: In this study, we recruited 172 patients with early-stage schizophrenia. Relevant metabolic parameters were examined and cognitive function was evaluated by using the MATRICS Consensus Cognitive Battery (MCCB) to investigate the relationship between metabolic disorder and cognitive impairment.Results: Generally, the prevalence of cognitive impairment among patients in our study was 84.7% (144/170), which was much higher than that in the general population. Compared with the general Chinese setting, the study population presented a higher proportion of metabolic disturbance. Patients who had metabolic disturbance showed no significant differences on cognitive function compared with the other patients. Correlation analysis showed that metabolic status was significantly correlated with cognitive function as assessed by the cognitive domain scores (p < 0.05), while such association was not found in further multiple regression analysis.Conclusions: Therefore, there may be no association between metabolic disorder and cognitive impairment in patients with early-stage schizophrenia.Trial Registration: Clinicaltrials.gov, NCT02880462. Registered August 26, 2016.

The present study developed the Chinese Parental Involvement and Support Scale for Preschool Children to measure parental involvement and support for preschool children. In Study 1, we conducted a literature review, open-ended interviews, a theoretical analysis, and expert interviews to create an item bank. In Study 2, 447 parents completed the item bank. Following item and Exploratory Factor Analysis, 30 items were retained. In Study 3, five new items were added to the 30-item version of the CPISSPC. A separate sample of 471 parents completed the 35-item version of the CPISSPC. After Confirmatory Factor Analysis, a final 18-item version of the CPISSPC was created with four factors: psychological support, educational support, play support, and life support. Construct validity and internal reliability were satisfactory. Study 4 evaluated concurrent validity. CPISSPC scores significantly and positively correlated with perceived social support, marital gratification, and children’s self-efficacy. CPISSPC scores significantly and negatively correlated with parents’ levels of burnout and loneliness. The CPISSPC exhibits good psychometric properties and can be used as a tool to measure parental involvement and support for preschool children.

The rational allocation of functional areas is the foundation for addressing the sustainable development of cities. Efficient and accurate identification methods of urban functional areas are of great significance to the adjustment and testing of urban planning and industrial layout optimization. Firstly, by employing multisource geographic data, an identification method of urban functional areas was developed. A quantitative measurement approach of the urban functional area was then established considering the comprehensive effects of human-land, space-time, and thematic information to present the covering area of ground objects, public awareness, and empirical research. Finally, the Zhengzhou city, which locates in Henan province of central China, was used to test the method. The results show that the developed method is efficient, accurate, and universal and can identify urban functional areas quickly and accurately. We found that the overall distribution of Zhengzhou’s functional areas presents a spatial pattern of single and multimixed coordinated development. The city’s commercial functional areas and commercial-based mixed functional areas are located in the city’s central area. The green square’s function area occupies relatively low and is mainly distributed in the city’s fringe.

Motivation has an effect on the rate and success of second language (L2) learning. However, little is known about its role in students’ levels of L2 pragmatic awareness. This study investigated whether and to what extent students’ L2 motivation influences their pragmatic awareness. A total of 498 Chinese university students completed a two-part web-based survey (an appropriateness judgement task and a motivation questionnaire), of whom 12 were subsequently interviewed. The quantitative results show that pragmatic awareness correlates positively with attitudes towards the L2 community and the intended learning efforts. Moreover, a model combining the intended learning efforts, attitudes towards the L2 community and attitudes towards learning English can significantly predict pragmatic awareness. The analysis of semi-structured interviews reveals a mismatch between students’ immediate needs when learning English and outcomes of pragmatic acquisition, which may contribute to the absent correlation between overall levels of L2 motivation and pragmatic awareness.

“Fadheit”, im Sinne des französischen Philosophen und Sinologen Françios Jullien, bedeutet nicht Langeweile, Geschmacklosigkeit oder Indifferentismus, sondern stellt einen grundlegenden Wert der chinesischen Kultur dar. Sie beruht auf Harmonie und enthält als das Ursprüngliche – wie das Wasser, “das später als gebräuchliche Referenz der Fadheit dienen wird”Françios Jullien, Über das Fade – eine Eloge zu Denken und Ästhetik in China. Berlin: Merve Verlag 1999, S. 65. – alle Geschmäcke als Möglichkeiten und verbindet sie untereinander. Von Jullien als das Lebensideal der Chinesen bzw. der chinesischen Intellektuellen angesehen, besagt “Fadheit” eine Lebenshaltung, die dem Gesetz des Neutralen folgt.

ABSTRACTAlthough the profound impact of marketization in academic world has been extensively studied, analytical attention is substantially concentrated on the organizational operation of universities. Less attention has been paid to the impact of marketization on the structure of academic disciplines and the communication of academicians, which is particular true in non-English-speaking countries. Drawing on the theory of genre analysis, this study sets out to investigate how the uptake of market discourse reshapes the structure of one Chinese academic discipline – the Chinese English Language Teaching discipline, and how it redefines the pattern of Chinese ELT practitioners’ disciplinary interaction. Textual data examined include textbooks, policy documents, curricula, syllabus, and insiders’ accounts. Analytical results demonstrate that marketization is both a force driving the commercialization of Chinese ELT academic activities and a force facilitating the fragmentation of the formerly monolithic Chinese ELT discipline.