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The visual perception system of humans is susceptible to cognitive influence, which implies the existence of cognitive perception. However, the specifical trigger for cognitive penetration is still a matter of controversy. The current study proposed that the cognitive processing priority over perceptual processing might be critical for inducing cognitive penetration. We tested this hypothesis by manipulating the processing priority between cognition and perception across three experiments where participants were asked to complete a size-judging task under different competing conditions between cognition and perception. To sum up, we proved that the cognitive processing priority over perceptual processing is critical for cognitive penetration. This study provided empirical evidence for the critical trigger for cognitive penetration. [ABSTRACT FROM AUTHOR]

Assertion is the use of declarative sentences to convey information, which necessitates meeting the "justified-belief norm" as a prerequisite. However, a significant amount of misinformation that did not meet these conditions was spread during COVID-19, leading to a reintroduction of the assertion norm. One possible hypothesis is that the threatening content of the misinformation influenced the perception of the norm. However, this remains unclear to researchers. Therefore, we conducted two experiments to investigate the effect of threatening content in information on individuals' perceptions of norms. In all the experiments, participants read backstories with and without threatening content, followed by answering assertion questions. It was observed that people do follow a looser assertion norm for information that contains threatening content. Additionally, further exploration revealed that threatening factors also lead individuals to more easily perceive the related content as truth and reduce the probability of being blamed. These two outcomes provide some explanation for the underlying mechanism of threatening factors' influence. The research results further refined the theory of assertion norms, offering a certain basis for information management. [ABSTRACT FROM AUTHOR]

Microbial fermentation for the production of tetramethylpyrazine (TTMP) is considered to be the most promising method, and the development of a cheap fermentation substrate is of great importance for large-scale TTMP production. In this study, inexpensive by-products from the food industry, i.e., molasses and soybean meal (instead of glucose and tryptone), were used as substrates for TTMP fermentation. The pretreatment of soybean meal was explored in order to achieve a better fermentation effect. The contents of each component in the fermentation medium were optimized by central composite design (CCD). The optimum contents were as follows: 72.5 g/L of molasses, 37.4 g/L of diammonium hydrogen phosphate (DAP), 53.4 g/L of soybean meal, and 5 g/L of yeast powder. The software predicted a maximum TTMP yield of 1469.03 mg/L, and the actual TTMP yield was 1328.95 mg/L for the validation experiment in the optimum medium. Under the optimum conditions (72.5 g/L of molasses, 37.4 g/L of DAP, 53.4 g/L of soybean meal, and 5 g/L of yeast powder), the actual maximum TTMP yield (1328.95 mg/L) in this study was much higher than the TTMP yield (895.13 mg/L) under the conditions (150 g/L of molasses, 30 g/L of DAP, 30 g/L of tryptone, and 10 g/L of yeast powder) of our previous study published in Molecules. In this study, the TTMP yield improved by 48.46%, with decreased molasses (more than half), decreased yeast powder (half) and by-product soybean meal instead of tryptone compared to our previous study. In summary, the cheaper fermentation medium had a higher TTMP yield in this study, which improves the application potential of Bacillus sp. TTMP20. [ABSTRACT FROM AUTHOR]

The world's two largest economies, the United States and China, have fundamentally different cultural beliefs about learning. Thus, when examining Chinese learners, Western researchers were confused by the contrasting phenomenon between seemingly poor learning approaches and high academic achievement, i.e., the Paradox of Chinese Learners. In addressing this paradox, Jin Li offered a theoretical framework of the Chinese virtue model versus the European–American mind model to comprehensively understand the differences in students' learning beliefs and academic achievement between the two cultures. However, Li does not pay attention to global cultural exchange or directly link learning beliefs to academic achievement. Therefore, this paper presents two empirical studies addressing these research gaps. Study 1 adopted both qualitative and quantitative methods to investigate the learning beliefs of Chinese and European–American university students, and revealed that deepening cultural exchange narrowed the gap between the two models (Study 1a), but the impact of the virtue model on European–American students was weaker than that of the mind model on Chinese students (Study 1b). Study 2 further revealed that both models were beneficial for Chinese students' academic achievement, whereas only the virtue model benefited European–American students. These findings have important implications for addressing the Paradox of Chinese Learners. [ABSTRACT FROM AUTHOR]

Psychological derailment refers to the phenomenon whereby original self-expectations are seriously inconsistent with developments in reality. Research to date has neglected the valence of derailment and the mechanism by which it affects mental health. To improve the mental health of Chinese adolescents from the perspective of psychological derailment, after validating the translated Chinese versions of the derailment measurement instruments, we conducted an empirical study on the freshmen in senior high schools and universities in China and obtained three major results. First, the study revealed the prevalence of psychological derailment among Chinese adolescents and its strong correlation with mental health indicators (depression, anxiety, stress and satisfaction with life). Second, the study found significant differences in all mental health indicators among the non-derailed group, the positively derailed group and the negatively derailed group, and suggested that positive psychological derailment may help to ease mental health problems. Third, using path analysis to establish a mediated moderation model relating psychological derailment, psychological derailment valence, self-esteem and depression, the study uncovered that the valence of psychological derailment moderated the effect of psychological derailment on depression, while self-esteem mediated the moderating effect. The implications and limitations of the study are discussed. [ABSTRACT FROM AUTHOR]

The paradox of Chinese learners refers to a contrast between poor learning approaches and high achievement in China, which reveals a lack of sustainability in Chinese education. In addressing this paradox, Jin Li stood out by studying culture-based learning concepts and providing a comprehensive theoretical framework of the Eastern virtue model versus the Western mind model. However, this framework has not been thoroughly tested in the age of global cultural exchange, and the best learning model for learners has not been determined. This paper used both qualitative (replicating Li's word association test) and quantitative methods to retest and enrich Li's theory in present-day China, using four empirical studies. Studies 1 and 2 revealed the influence of global cultural exchange in narrowing the gap between the two models, with appropriate modifications made to Li's theory. Studies 3 and 4 demonstrated that both of the two models were conducive to students' academic achievement and creativity, greatly enriching Li's theory. The implications of achieving a dynamic balance between the virtue model and the mind model to improve the sustainability of Chinese student development are discussed, which contributes to achieving the United Nations' Sustainable Development Goals. [ABSTRACT FROM AUTHOR]