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This research is part of the "Ancient Xuzhou Houses in China: Cultural Memory, Symbol and Process Reconstruction in the Context of Rural Revitalization" project. Traditional houses contain a large amount of cultural value, literacy role, and historical memory. In order to sort out the transfer process more clearly between memory and people, this study set three research objectives. First, spatial memory transmission and literacy role needs to be studied and analyzed. Then, on this basis, we will further study the method of spatial memory transmission and literacy role. Finally, the appropriate medium for spatial memory transmission is analyzed. This study used descriptive analysis to summarize and discuss the results. The results show that spatial memory transmission and literacy is a process of maintaining and transmitting social and cultural values through the use and evolution of architecture and spatial design over time. Symbols in the memory space of residential buildings are containers for storing memories, just like a mobile hard drive that records relevant memory information. Residential buildings and people are like two devices that convey information and communicate through symbols. After comparison, in the dimension of cultural memory, symbols are more social and cultural and are more suitable as a medium for transmitting spatial memory and literacy role under cultural identity. This article explains the relationship between symbols and spatial memory, through spatial memory transmission to describe how common memories are shared and reproduced among collective members through cultural memory, literacy role and symbolic translation. It can transmit cultural and historical memories between different generations and acquires the importance of spatial positioning and environmental interaction in transmitting cultural memory.

Multisensory environments rich in modal integration provide cues from various sensory modalities including visually, auditorily, and tactilely. Such modal integration plays a crucial role in cognitive processing, specifically in fostering creativity. Numerous studies highlight that emotional coherence through cross-modal affective integration enhances cognitive competencies such as memory, attention, and the capacity to generate original, fluent ideas. Nonetheless, current research lacks comparative studies pinpointing how different sensory modalities impact individual creativity. We addressed this research void by employing a cross-model matching paradigm, anchored on the concept of emotional coherence. Our investigation evaluated the impact of varying emotional stimuli (both positive and negative) on creativity performance, considering single sensory modalities (visual and auditory), as well as their cross. Our study participants were 119 Chinese university students who completed a creative task under varying emotional stimulation modality conditions. We observed that the bimodal audiovisual integration of positive emotional stimuli most effectively enhanced creativity as compared to solely auditory modality. The visual modality seemed the least effective, underscoring the impact of multichannel integration. Interestingly, the bimodal audiovisual integration of negative emotional stimuli significantly boosted originality, albeit with little difference in fluency relative to the auditory modality. Based on the theoretical significance of multimodal emotional integration, our interpretation of these findings suggests that audiovisual cross-modal emotional integration, with its rich emotional information, serves as a catalyst for enhancing originality. However, we observed that the facilitative effect on overall creativity and fluency is primarily observed in the context of positive emotions. It is important to note that we carefully controlled for participants' creative personality factors and conducted three types of emotional evaluations across modalities to ensure the validity of our results. Furthermore, the impact of cross-modal audiovisual emotional integration on creativity, both in terms of originality and fluency, is influenced by the distinct emotional perceptual characteristics inherent to each modality.

The aim of this paper is to determine both the influence of musical compositions' genres on the students' musical literacy formed using artificial intelligence technologies and the musical literacy skills among music and non-music major students. Accordingly, the method of analysis was used to identify the most common musical genres in the Chinese music education system. The genres prevailed in the following order: folk music, Western classical music, Chinese opera music, Qi genre, vocal chamber music, and pop music. Identifying genres of music was necessary to examine the impact of each on the development literacy skills in music. The development of music teaching approaches was based on the use of online technology. The technology contributed to the improvement of melodic skills with SwiftScales; articulation skills with Learn Singing; and expressive performance with Singscope. The research findings suggested that students of music majors were more likely to recognize the genres of musical composition (24%) after training, whereas students pursuing non-music majors developed linguistic abilities (27%). The study also revealed that minimal musical knowledge among music students contributes to the improvement of literacy skills in music (k = 0.82). Non-music students primarily develop memory (k = 0.84), with improved musical literacy skills as a result of knowledge accumulation.

When memories of past rewarding experiences are distorted, are relevant decision-making preferences impacted? Although recent research has demonstrated the important role of episodic memory in value-based decision making, very few have examined the role of false memory in guiding novel decision making. The current study combined the pictorial Deese/Roediger--McDermott false memory paradigm with a reward learning task, where participants learned that items from some related lists gained reward and items from other lists led to no reward. Later, participants' memories and decision-making preferences were tested. With three experiments conducted in three countries, we successfully created false memories of rewarding experiences in which participants falsely remembered seeing a nonpresented lure picture bring them reward thereby confirming our constructive association hypothesis. Such false memories led participants to prefer the lure pictures and respond faster in a follow-up decision-making task, and the more false memories they formed, the higher preferences for the lure items they displayed (Experiment 2). Finally, results were replicated with or without a memory test before the decision-making task, showing that the impact of false memory on decision making was not cued by a memory test (Experiment 3). Our data suggest that the reconstructive nature of memory enables individuals to create new memory episodes to guide decision making in novel situations.

Despite extensive use of online language learning during the pandemic of COVID, there is insufficient research on what factors influence students' foreign language achievements in online learning conditions. This article investigated the roles of language aptitude and online self-regulated learning in foreign language achievement in mainland China. 76 freshmen from two classes at a university in Jiangxi participated in this study. They were required to complete an aptitude test of MLAT and a questionnaire on online self-regulated learning. The results showed that: (1) The students' language aptitude is at a relatively low level, and their online self-regulated learning is at an intermediate level; (2) A positive correlation is detected between language aptitude, online self-regulated learning, and their English achievements (r=0.621 & 0.583 respectively); (3) Language aptitude alone (grammatical sensitivity and associative memory ability) accounts for 38.9% variance in English achievement. Language aptitude and online self-regulated learning contributed 52.4% of the variance to their English achievements. Overall, the findings of the study confirm the high predictive power of the MLAT and predictions of the Linguistic Coding Deficit Hypothesis (LCDH) advocated by Sparks and colleagues. Pedagogical implications are also discussed.

This study aimed to explore Chinese students' application of Oxford's Strategy Inventory for Language Learning (SILL) in learning English, to investigate differences in English language learning strategies among students at different levels of English proficiency, and to report their perception of English learning through a semi-structured interview in the cross-cultural context in Thailand. The study combined quantitative data of questionnaires completed by a survey group of 244 Chinese students at a university in Thailand, and qualitative data from a semi-structured interview of 10 students from the same group. The results showed that Chinese students generally had a high level of engagement in SILL. The most frequently used strategy category was Compensation Strategies, followed by Social Strategies, Metacognitive Strategies, Cognitive Strategies, and Affective Strategies. The least frequently used strategy category was Memory Strategies. The findings revealed a significant mean difference in language learning strategies which varied significantly by English proficiency level. Participants' responses to the interview indicated that SILL was significant for their learning experience and expression in the cross-cultural context of Thailand, and that their speaking and listening skills were significantly improved. Findings of this research provided valuable inputs for further research on language learning in cross-cultural context. [Note: The publication month range (Jan-Jun) shown on the PDF is incorrect. The correct month range of publication is Jul-Dec.]

This article explores the experiences of two teachers in different institutions (UK and China) specifically selected for this study because of their largely positive institutional experiences of using technology during the first wave of the pandemic in early 2020. Our aim is to understand the emotional outcomes relative to their uses of technology, whilst working from home. In this study, we asked, "what is the role of technology in the affective outcomes of teaching during the pandemic when everyone was at home?" and "Why might teachers feel a sense of nostalgia for a moment of educational crisis?" A proposal was submitted and gained ethical approval from the University of Derby. A qualitative methodology was adopted using semi-structured online interviews and inductive analysis. We address concerns that 'sense of belonging' may be an incomplete account of the emotional landscape arising from the use of technology during this educational emergency. We identify three ways in which technology was used and which made experience (1) flexible (2) communal, and (3) visible. We map these uses onto corresponding emotional outcomes which are (1) mattering (2) belonging (3) nostalgia. As a result, we provide a model of 'E-Motional Good Practice' in support of institutional, and digital collegiality. Finally, we consider implications for university education departments.

Prospective memory (PM) refers to the ability to remember and complete planned tasks in the future, which relies on working memory (WM) for encoding and maintaining the intention. Implementation intention is a useful strategy for improving PM function in adults. Yet the effect of implementation intentions in children, and whether factors such as age, gender, and WM capacity could modulate its effect remains unclear. In this study, we examined the effect of implementation intentions on PM in 154 children at 7-11 years of age. The standard group received standard instructions on PM task, whereas the implementation intention group received additional PM instruction, which comprised the "if . . . then . . ." format and guided visual imagery of the PM scenario. Participants completed the computer-based PM tasks (tapping into focal event-, time-, and activity-based PM) and the WM tests. The results showed that the two groups exhibited similar focal event-, time-, and activity-based PM performance. Although age and gender did not modulate the effect of implementation intentions on PM, WM capacity moderated the implementation intention effect on time-based PM. Specifically, higher WM capacity predicted higher implementation intention benefit. These findings suggest that children with higher WM capacity may have higher chance to benefit from the implementation intention strategy.

This study explores the status quo of speaking strategies used by Chinese High School Students of International Department by using both questionnaire and interview. The participants were 90 second-year Chinese High School Students of International Department, and then the data were analyzed by SPSS 18.0. The study yields certain results. First, Chinese High School Students of International Department employ English speaking strategies at a medium level in general. Second, there are differences between higher achievers and lower achievers in the use of speaking strategies. Third, students' use of speaking strategies is significantly correlated with students' English proficiency. Pedagogical implications for teachers and students are discussed in the end.

There has been a plethora of studies investigating the effect of semantic relatedness on second language (L2) word learning.However, most prior studies failed to control for the lexical properties of target words, which may be responsible for the mixed results yielded. This study, therefore, sets out to revisit this issue by controlling for L1 familiarity, one of the lexical factors confirmed to impact L2 learnability. Another goal of this study is to explore the extent to which semantic relatedness interacts with L1 familiarity, thus helping us determine the suitable condition under which word learning takes place. Towards these two aims, four sets of English target words matched in length were created (i.e., words of high/low L1 familiarity placed in semantic related/unrelated sets). For each set, after the timed learning session, an immediate posttest and an unannounced one-week delayed posttest, both of which measured the receptive knowledge of the target words, were administered to forty-one English as foreign language (EFL) learners. The results showed that (a) semantic relatedness negatively affected L2 word learning on the delayed posttest only, regardless of L1 familiarity status, suggesting a robust hindrance effect; (b) L1 familiarity persistently served as a facilitative force, as it aided the acquisition of both semantically related and unrelated word sets on both posttests; (c) similar L1 familiarity levels might result in additional interference. Our findings highlight the complex interplay between these two input-related variables.

Prospective memory (PM) is vital for children to live independently. Theoretical and empirical evidence has shown that executive function (EF) plays an important role in children's PM. However, there is no EF training for the PM of school-age children. Therefore, a 4-week EF training programme was conducted in this study to investigate the transfer effects of training on event-based PM in 8- to 12-year-old children. Children were randomly assigned to the EF training or control groups. The results revealed that EF training was more effective in enhancing children's PM performance; in particular, there was a transfer effect of EF. Further findings suggested that this transfer effect was observed only in older children, which supported the magnification account that those with strong EF abilities profit most. Moreover, the benefits of training were predicted by inhibition and switching ability. Altogether, EF training has the potential to improve children's PM, especially for children with better EF.

The first purpose of this empirical study was to assess and validate the Academic Writing Self-Efficacy Belief Questionnaire (AWSEBQ) framed by social cognitive theory. The second purpose was to evaluate the predictive effects of different aspects of self-efficacy beliefs on academic writing performance. Data were collected from 743 learners at a Chinese university. The assessment and validation process involved a series of rigorous confirmatory factor analyses. The results validated the hypothesized five-dimensional structure of academic writing self-efficacy beliefs, including linguistic knowledge efficacy (LKE), self-regulatory efficacy (SRE), information organization efficacy (IOE), writing performance efficacy (WPE), and rehearsal and memory efficacy (RME). Model comparisons confirmed the function of self-efficacy beliefs as a multidimensional construct, in which the five factors were intercorrelated. The results of regression analysis demonstrated the significant predictive effects of five dimensions (i.e., LKE, SRE, IOE, WPE, and RME) on English as a foreign language (EFL) academic writing performance. The findings suggest that self-efficacy beliefs can explain EFL academic writing performance. This study ends by providing theoretical and empirical implications for writing assessment and the possible enhancement of EFL academic writing.

The study used Bayesian and Frequentist methods to investigate whether the roles of linguistic, quantitative, and spatial attention skills are distinct in children's acquisition of reading and math. A sample of 175 Chinese kindergarteners was tested with measures of linguistic skills (phonological awareness and phonological memory), quantitative knowledge (number line task, symbolic digit comparison, and non-symbolic number estimation), spatial attention skills (visual span, mental rotation, and visual search), word reading, and calculation. After statistically controlling for age and nonverbal intelligence, phonological awareness and digit comparison performance explained unique variance in both math and reading. Moreover, number line estimation was specifically important for math, while phonological memory was specifically essential for reading. These findings highlight the possibility of developing early screening tools with different cognitive measures for children at risk of learning disabilities in reading and/or math.

There is evidence that emotion induced in the process of encoding impairs associative memory, yet the effect of post-encoding emotion on second language vocabulary learning remains largely unclear. An experiment was carried out to examine the effects of post-encoding emotion (positive, negative, and neutral) on learning of multidimensional vocabulary knowledge, that is, productive and receptive vocabulary knowledge in five aspects: orthography, meaning and form, grammatical function, syntagmatic association, and paradigmatic association. To carry out the study, 106 Chinese students voluntarily took part in the present study and they were randomly divided into positive group, negative group, and control group. After completing the vocabulary learning task and undergoing emotion manipulation by three video clips (positive, negative, and neutral), all participants sequentially took a multidimensional vocabulary test containing 10 subtests in a immediate, delayed, and post-delayed tests. The result showed a significant impairing effect of post-encoding emotion, especially positive one, on both item memory and associative memory under a longer retention interval, and no significant effect of post-encoding emotion upon semantic memory was found. Both theoretical and practical implications for second language vocabulary learning was put forward.

An emerging body of studies demonstrates that practicing retrieval of studied information, by comparison with restudying or no treatment, can facilitate subsequent learning and retrieval of new information, a phenomenon termed the 'forward testing effect' (FTE) or 'test-potentiated new learning." Several theoretical explanations have been proposed to account for the FTE. A release-from-PI theory proposes that interpolated testing induces context changes and enhances event segregation, which in turn protect new learning from proactive interference (PI). A strategy-change view hypothesizes that prior tests teach learners to adopt more effective/elaborative learning and retrieval strategies in subsequent study and test phases. Finally, a reset-of-encoding account proposes that interim testing on studied information reduces memory load, resets the subsequent encoding process, and enhances encoding of new information. The current study recruited a large sample (over 1,000 participants) and employed a multilist learning task and mediation analyses to test these theories. The results suggest that prior list intrusions (an index of PI) significantly mediated the FTE, supporting the release-from-PI theory. In addition, interim testing enhanced strategic processing of temporal information during new learning (reflected by increased clustering), and temporal clustering significantly mediated the FTE, supporting a role for strategy-change in the FTE. Lastly, a variety of indices were constructed to represent the benefit of reset-of-encoding, but none of them provided evidence supporting the reset-of-encoding view. The results shed new light on the complex mechanisms underlying the forward benefits of testing.

This paper examines translation and transcultural remembrance of the 1918-19 Great Influenza or the more often yet mistakenly called "Spanish flu" for lessons to combat COVID-19 in Chinese online media. It presents a case study of "covert transediting" in the "Shanghai Observer," i.e., a journalistic opinion that interweaves Chinese renderings of selected excerpts from four British and American media texts. With an integrated approach to travelling memory (Erll, Astrid. 2011. Travelling memory. "Parallax" 17(4). 4-18) via transediting, our analysis shows that the transeditor does not only choose source texts in terms of media and content, but also selectively reframes the "Spanish flu" memory for lesson learning in conjunction with the mainstream Chinese discourse and practice of COVID-19 control. It unveils how the Great Influenza is thus transculturally remembered in more simplified and ideologically agreeable manners through omission, summary translation, and transformation, while faithful transference is not sheerly dispensed. We contend that transcultural remembrance via transediting is a purposive, socio-culturally shaped practice involving interrelations and interactions of manifold factors, and we need a more complex approach to the politics of memory in translation. Journalistic translation, which is mostly covert and transediting, is among different genres of translation that shape transcultural memory; more research in their interplay is called for.

People are increasingly aware that metacognition can help us solve problems more effectively. Scholars believe that students' metacognition can be facilitated by promoting the interplay between the unlimited long work memory for holding schemas and limited work memory for processing ongoing activities. In this study, a workshop designed teacher mediation method between English language teachers and students is implemented that focuses on instructional talk supported by a visualized thinking framework in learning English grammar. Consequent to student's automation from retrieving schemas to engage in the self-regulatory process of English grammar problem-solving, this section involves three English language teachers and students in their taught classes in a secondary school in China. The teachers were equipped with an explicit approach to teacher mediation through researcher-designed workshops. As the teacher mediation approach was implemented in English language classrooms, the researchers made meaning of their experiences through the dialogue and interaction between teachers and students by revealing the essence in the mediation process: dialogic assessment, cognitive scheme construction, automated schema retrieval, and metacognitive schema construction. Through teachers' English pedagogical grammar practice in the three example cases, metacognitive teachers and learners are expected to be cultivated in an interdisciplinary view.

Relatively few studies have directly examined children's memory of object-based spatial structure of room-sized environments. The current study investigated how children remember the spatial structure of a room, and the role of pictorial working memory (WM) and different testing perspectives in this process. In Experiment 1, 80 children aged 5 to 7 years old participated in a memory of spatial structure task, a pictorial spatial WM task, and a verbal ability test. In the first task, participants explored a square-shaped virtual room where each wall was associated with different objects. The virtual room was viewed on a desktop monitor. Then they recalled wall scenes of different perspectives (0, 90, 180 degrees) relative to a reference wall. Results found that pictorial WM predicted memory of spatial structure after accounting for age and verbal ability. Different from perspective taking tasks, children rarely made egocentric errors. Moreover, the memory of spatial structure is perspective independent because there was no difference in performance between the 90 and 180 degrees conditions. We replicated the basic results in Experiment 2, where 77 children completed the same set of tasks except that the virtual room was round-shaped. Furthermore, the developmental trajectories of memory of spatial structure as a function of pictorial WM varied between different experiments and perspective conditions. Together, our study showed that children aged 5-7 years old could retrieve the spatial structure of a room-sized environment from diverse perspectives, which was also susceptible to pictorial WM capacity, perspectives, and geometric cues.

This study aimed to explore the possible indirect pathway between maternal reminiscing style and child socioemotional functioning (prosocial behaviors and emotional adjustment difficulties) through children's autobiographical memory (elaboration and specificity). A secondary exploratory aim was to examine whether cultural context moderated these indirect effects. Participants included 94 mother-child dyads drawn from middle- and high-income families in China and Australia. The dyads completed measures of child memory specificity, maternal report of child socioemotional functioning, and a shared emotional reminiscing task that assessed child memory elaboration and maternal sensitive guidance. Path analysis results indicated an indirect effect of maternal supportive reminiscing via child memory elaboration (but not memory specificity) on children's prosocial behaviors, regardless of the cultural group. However, there was no evidence to suggest an indirect pathway between maternal supportive reminiscing and child adjustment difficulties (or prosocial behaviors) through child memory specificity in either cultural context. These findings provide preliminary support to the recent conceptualization of an indirect pathway between maternal sensitive guidance during emotional reminiscing and children's prosocial behaviors through child memory elaboration. However, it is important to note that the cross-sectional design limits the causal inferences that can be drawn from the findings. The implications for memory specificity in child socioemotional functioning were less clear and indicated a need for further research in this area.

Recent studies established that making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself--a "reactivity" effect. The current study recruited 190 Chinese children (M[subscript age] = 8.68 years; 101 female) in 2020 and 2021 to explore the reactivity effect on children's learning, its developmental trajectory and associated metacognitive awareness. The results showed that making JOLs significantly enhanced retention for students in Grades 1, 3, and 5, with Cohen's "d"s ranging from 0.40 to 1.33. Grade 5 students exhibited a larger reactivity effect than Grade 1 and 3 students. Children's metacognitive appreciation of the effect was weak. Firsthand experience of the reactivity effect, induced by taking a memory test, enhanced their awareness and calibrated their judgment accuracy.

Two types of corrective feedback, recasts and prompts, have sparked much research in second language (L2) learning and teaching. However, it is still unclear how these two types of feedback draw learners' attention to the erroneous forms in L2 classes. This study used an open questionnaire to investigate Chinese learners' perceptions of recasts and negotiated prompts (i.e. clarification requests, elicitations and repetitions) for their English learning. The results show the majority of the comments about the two feedback types were positive, indicating the learners' overall positive attitudes to error correction. Significantly, most of the comments on the two feedback types accord with scholarly opinions about their usage for L2 learning, such as being able to identify the error made after hearing what the teacher said in the recast. Another example might be engaging in a thinking process on receiving a prompt. However, some of the comments provide new insights about how learners may use the two types of feedback for L2 learning, for example, having a deep impression/memory of what the teacher said in the recast and the difficulty in self-correcting their error following a negotiated prompt. These findings, in particular the new insights, confirm Swain's (2000) argument that research needs to test scholarly assumptions about pedagogical tasks or devices.

The application-based flipped classroom (APP-FC) is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students' perceptions to the APP-based flipped classroom (APP-FC) teaching model in an immunology course. The data of this study were collected from second-year medical students (n = 92) at Lanzhou University. One class (n = 50), as a control group, was offered lecture-based learning (LBL), while the other class (n = 42), as the APP-FC group, was given lecture-based instruction and the APP-FC teaching model during September-November 2017. Afterward, the perceptions of students on APP-FC teaching model were evaluated using questionnaires. Students responded that APP-FC improves their motivation (83%) and interest in learning immunology (81%), as well as their self-directed learning skills (81%). Compared to the traditional lecture-based instruction, the APP-FC noticeably improved students' motivation in learning (P = 0.011), self-directed learn skills (P = 0.001), memory abilities (P = 0.009), and problem-solving abilities (P = 0.010). Most medical students' scores (60%) in the final examination were more than 80 points after implementing an APP-FC model as compared to the control group (40%). The majority of students (70%) preferred the APP-FC teaching approach over traditional lecture-based pedagogy. The implementation of the APP-FC teaching model could improve students' learning motivation, self-directed learn skills, and problem-solving abilities, which is a preferable teaching model for medical immunology courses in China.

In this memoir, I accounted several episodes of my childhood of a middle class family in early 1990s in a Chinese urban city. Two major discourses permeated my account: the nationalism and socialism discourse and the upward social mobility discourse. While my family and I cherish the comfort and joy of everyday life enjoyed in the era of "socialism with Chinese characteristics," the suffering past is like a ghost, peeking out behind the curtain.

The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach to learning strategies. To fill in these gaps, this study aimed at finding the grammar learning strategies adopted by high school students as well as exploring the national differences between Chinese and Thai students. The results showed that in general the strategies significantly taken up by the high achievers in the grammar test included the metacognitive, the memory, the social and the cognitive. In terms of the national differences, the strategies that characterized the Thai students were the social and the affective. Regarding the Chinese, even though they generally applied all strategy categories at lower frequencies, they were found to prefer different sub-strategies in the following three categories: memory (revision and space reliance), cognitive (note taking) and metacognitive (lesson preview). The findings lead to implications for learners of grammar, interesting future research in grammar strategies and culturally responsive grammar teaching.

An improvement in cognitive performance through brain games play is implicit yet progressive. It is necessary to explore factors that potentially accelerate this improvement process. Like various other significant yet unexplored aspects, it is equally essential to establish a performative (fusion of accuracy and efficiency) insight about players' cognition (memory, vision, and analytics) among the different modes of brain games. This paper presents empirical research that investigates the impact of different modes of brain games (single vs. multiplayer) upon the players' cognitive performance. An accumulated result of the research revealed that the cognitive performance in memory stimulating and visual activity-oriented brain games play significantly boosts during multiplayer mode. Similarly, cognitive accuracy in analytical brain gameplay also increases during the multiplayer mode; however, it's rather inefficient. In addition, both the components of cognitive performance in single-player mode are reported as negatively correlated, while in the multiplayer mode it's rather contrary.

Previous studies have revealed that creative advertisements are recognized and recalled better than their less creative counterparts. Remembering and forgetting are two sides of the same coin of memory, denoting memory's storage and elimination functions, respectively, which can both potentially impact advertising effectiveness. To date, there appear to have been no published studies examining the memorability of creative advertisements from the perspective of forgetting. Therefore, this issue was investigated using an "intentional forgetting paradigm" in which participants were cued either to remember or forget individual advertisements. The results showed that recognition hit rate and recognition latency were better for creative advertisements than for standard advertisements in both the remember and forget conditions. Furthermore, an advertising effectiveness analysis indicated that advertisements rated as more creative were also more easily remembered. There was additionally an effect of creativity category on intentional forgetting, with a higher hit rate and shorter recognition latency for creative advertisements. These results indicate that creative advertisements are easy to remember, but hard to forget, even when an instruction to forget is given. The findings provide further evidence that creative advertisements are more memorable and confirm the value of creativity in advertising.

Memory for public events was compared across Chinese and U.S. participants to explore competing explanations for cultural differences in flashbulb memories. Participant recall of the canonical features of events was more detailed and more likely to include a specific time in the United States than in the Chinese reports. Vividness was positively correlated with the flashbulb memory scores only in the U.S. sample. In both cultures, emotion, national importance, and thinking about the event predicted vividness and recall of memory details. Chinese participants reported primarily disasters and social events, and their memories were more likely to include international events than U.S. participants. The U.S. participants recalled primarily political events and terrorism. These results suggest that culture has important influences on the quantity, level of detail, completeness, and vividness of autobiographical memories as well as on the types of events triggering flashbulb memories.

The present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics was assessed with procedural arithmetic and arithmetic story problems. Among 86 Chinese kindergarteners, phonological processing skills explained 20% of the variance in character reading and 28% of the variance in word reading; they accounted for 8% of the variance in arithmetic and 11% of the variance in story problem performance. Specifically, findings further highlight the general importance of phonological awareness in early Chinese single character reading, word reading, simple arithmetic and story problems, and the specific role of RAN in single character reading and simple arithmetic.

Although strokes are the smallest identifiable units in Chinese words, the fact that they are often embedded within larger units (i.e., radicals and/or characters that comprise Chinese words) raises questions about "how" and even "if" strokes are separately represented in lexical memory. The present experiment examined these questions using a gaze-contingent boundary paradigm (Rayner, 1975) to manipulate the parafoveal preview of the first of two-character target words. Relative to a normal preview, the removal of whole strokes was more disruptive (i.e., resulting in longer looking times on targets) than the removal of an equivalent amount of visual information (i.e., number of pixels) from strokes located either in similar locations or throughout the entire character. These findings suggest that strokes are represented as discrete functional units rather than visual features or integral parts of the radicals/characters in which they are embedded. We discuss the theoretical implications of this conclusion for models of Chinese word identification.

History curriculum and textbooks, as a key mechanism of constructing collective memory, play a critical role in shaping national, social, and cultural imaginations of the young. This paper analyses history textbooks in Taiwan during the martial law period (1950-1987) to explore narratives about Taiwan and examines the ways in which those narratives as collective memory created particular images of Taiwan. The analysis indicates that history textbooks delineated two threads of narrative, one is a "Sinicisation" narrative, namely Chinese colonisation, and the other is Chinese restoration narrative. The "Sinicisation" narrative constructed particular collective memory about Taiwan being of Chinese descent and an inheritor of Chinese culture, "lost" and "restored" by China after World War II. In the narrative of restoration, Taiwan was imagined as reborn to be the model child of Chinese descent that was obligated to emancipate all Chinese compatriots from Communism and to ultimately realise the goal of Chinese reunification. These narratives served for emancipating Taiwan from Japanese colonisation and constructed particular collective memory that "Sinicised" Taiwan for Chinese restoration. The image of Taiwan as Chinese descent, identified with Chinese culture, has endured to the present and continue to shape imaginations and discourses about Taiwan in the present.

Background: The world population is aging rapidly. However, no study exists that examines specifically the effect of sleep time on memory among the middle-aged and elderly. Purpose: This paper examines the effect of sleep time on memory for the middle-aged and elderly. Methods: Data from the "China Health and Retirement Longitudinal Study" (CHARLS) were analyzed using fixed-effects models for panel data. The final sample used for this study included 4,330 middle-aged and elderly adults, of which about 50.4% were male. Results: The effect of sleep time on memory is heterogeneous across gender. One more hour of sleep time per night was estimated to increase the probability of "good memory" by roughly 0.2% (p > 0.1) for men and 1.6% (p < 0.01) for women. The odds ratios of "good memory" for men and women were estimated to be around 1.05 (p > 0.1) and 1.6 (p < 0.01), respectively. Discussion: This study suggests that efforts aimed at improving sleep time can bring significant memory-related benefit to middle-aged and elderly women. Translation to Health Education Practice: Health care providers and health educators should play a role in raising middle-aged and elderly women's general awareness of the memory-related benefit of sleep.

According to the executive framework of prospective memory (PM), age-related differences in PM performance are mediated by age-related differences in executive functioning (EF). The present study further explored this framework by examining which specific components of EF are associated with PM differences between and within three age groups. A group of children (7-9 years; N = 108), adolescents (12-14 years; N = 112), and adults (17-23 years; N = 106) performed focal- and non-focal event-based PM (EBPM) tasks, a time-based PM (TBPM) task, and tasks measuring EF components. Differences between age groups in focal EBPM, non-focal EBPM, and TBPM performance were mediated by, respectively, differences in interference control and response inhibition, performance on the ongoing task, and differences in working memory and response inhibition. However, within-age group analyses only revealed WM updating as significant predictor of TBPM performance in the adolescent group. These results support and further qualify the executive framework of PM. The differences in outcome dependent on the examined age range might be important for explaining mixed results of previous studies regarding the precise EF components underlying age-related PM task performance differences.

Appropriacy is the paramount consideration of such an inherently polite speech act as thanking in its use. Traditional study of thanking focuses more on the quantitative investigation of its diverse forms and functions than on interpretation of the process in which it is used appropriately and adequately or not among English native or nonnative speakers. This paper particularly explores how to make the speech act of thanking appropriate and acceptable in dynamic context from the perspective of Chinese EFL learners who tend to respond in mute English or Chinglish in cross-culture thanking situation through analysis of the spoken discourse based on cognitive and cultural comparative approach. It contents that in foreign language learning environment, L2 contextual knowledge also comes into compensation for the lack of authentic context compatible with L2 use in the diachronic process of EFL learning as L1 contextual knowledge does. In a specific communicative situation, the learner has to manipulate his contextual cognition consciously and make an appropriate choice among linguistic or strategic forms activated by the two types of contextual knowledge stored in memory. The choice-making needs considering adaptation to dynamic context like the objects of gratitude, the benefactor's psychological state and the communicative social context as the most important parameters. Only in that way is appropriacy of thanking possible in cross-cultural communication.

Informed by recurring international controversies, this study explores representations of the Second World War as official history in Chinese, Japanese, and Korean secondary-level textbooks and theorizes about how they influence and function as collective memories about this time period. Using grounded theory, it finds that the examined Japanese textbooks tend to present the Second World War in chronological order with a passive voice and avoid discussing why the war occurred and how it ended. The examined Chinese textbooks develop narratives in chronological order as well, but thematic units are structured to highlight the coalition of Mao's Communist Party and Chang Kai-Shek's Nationalists as the decisive factor in the victory against Japanese imperialists contributing to the worldwide fight against fascism. The examined Korean textbooks tend toward a single, patriotic perspective of a people that overcame Japanese colonialism and developed as an independent nation, often ignoring issues that complicated the relationship between the two nations.

In order to know the memorizing affection of the mnemonic enhancing the junior and senior students' English learning, select the various methods, and check the effect and the practical use of the means of memory. The present author designed an experiment to attempt to check the extent of how much the students grasp the number of vocabularies how much the students enhance the examination score, and how much the students learn English spontaneously after they applied the application of "ZYD" in English learning.

Bereavement has been extensively studied over the years, yet scholarly work depicting, with the first-person perspective, the experience of childhood bereavement is severely lacking. The research question I set out to answer here is: What is it like as an Asian child to experience bereavement following grandparental death? As such, self-introspection was exercised, and this, together with the diaries and free writings generated at the time of my grandma's death, was used as the basis for autoethnographic reflections. It is hoped that my story presented here can offer a psychological portrayal of an Asian child enduring grandparental death, and illuminate the grandmother-grandson relationship in a Chinese society. (Contains 3 notes.)

Aiming at the phenomena that more and more abbreviations occur in maritime English correspondences, the composing laws of the abbreviations in maritime English correspondence are analyzed, and the correct methods to answer the abbreviations are pointed out, and the translation method of abbreviations are summarized in this article, and the research results are practically significant for the reading, teaching, and scientific research of maritime English.

This study reports the neurophysiological and behavioral correlates of digital memory retrieval features in Chinese individuals with and without dyscalculia. A total of 18 children with dyscalculia (ages 11.5-13.5) and 18 controls were tested, and their event-related potentials were digitally recorded simultaneously with behavior measurement. Behavioral data showed that the dyscalculia group had lower hit rates and higher false rates than the control group. The electroencephalography results showed that both groups had a significant old/new effect and that this effect was greater in the control group. In the 300 to 400 ms processing stages, both groups showed significant differences in digital memory retrieval in the frontal regions. In the 400 to 500 and 500 to 600 ms epochs, the old/new effect in the control group was significantly greater than it was in the dyscalculia group at the frontal, central, and parietal regions. In the 600 to 700 ms processing stages, both groups showed significant differences in digital memory retrieval in the frontal, central, parietal, and occipital regions. These results suggest that individuals with dyscalculia exhibit impaired digital memory retrieval. Extraction failure may be an important cause of calculation difficulties.

The studies regarding using a cross sectional view of speech organs enriched with attention cueing and written text to probe learners' learning efficiency and behavior through mobile phones is scant. The purpose of this study was to examine whether the presence of attention cueing can benefit learners with different amounts of prior knowledge in learning operational functions of the speech organs. Additionally, this study investigated the interactive effects of the experimental treatment and the learners' prior knowledge on their test performance and cognitive load. A self-regulatory, mobile-phone-based text with accompanying pictures depicting places and manner of articulation comprised the instrumentation. The participants were comprised of 101 English as a foreign language (EFL) learners from four sections of a phonetics course. First, their level of prior knowledge was assessed. Next, they were randomly assigned to one of four modules--picture-only, picture-plus-signal, picture-plus-text, or picture-plus-text-plus-signal. Immediately, after the treatment period, the participants were administered retention and transfer tests as well as cognitive load measurement. The results indicated that the enriched visualization somewhat reduced the participants' cognitive load and enhanced their learning efficiency. However, presenting too much visual information impaired learning. The results of the study implied that enriched visualization compacted on the small screen might cause interference.

In the era when digitalization is pursued, numbers are the major medium of information performance and statistics is the primary instrument to interpret and analyze numerical information. For this reason, the cultivation of fundamental statistical literacy should be a key in the learning area of mathematics at the stage of compulsory education. The emphasis on the expression and communication of charts, the understanding of preliminary concepts of sampling and probability, and the accurate application of statistical data to real life should be the blueprint of the thematic instruction. To effectively achieve the research objectives and test the research hypotheses, the nonequivalent pretest posttest control group design model is utilized for the experimental research. Total 208 students in Nanjing Auditing University are sampled for the 15-week experimental instruction, 3hr per week for total 45 hours. The research results are summarized as below. 1. Multiple memory strategies reveal significant effects on learning outcomes. 2. Multiple memory strategies appear remarkable effects on learning gains. 3. Computer-assisted instruction presents notable effects on learning outcomes. 4. Computer-assisted instruction shows significant effects on learning gains. 5. Matching multiple memory strategies with computer-assisted instruction could remarkably promote learning outcomes. 6. Matching multiple memory strategies with computer-assisted instruction could notably enhance learning gains. According to the analyses, suggestions are proposed to help the statistics instruction in mathematics and promote students 'statistics learning achievement.

This article notes the convergence of recent thinking in neuroscience and grounded cognition regarding the way we understand mental representation and recollection: ideas are dynamic and multi-modal, actively created at the point of recall. Also, neurophysiologically, re-entrant signalling among cortical circuits allows non-conscious processing to support our deliberative thoughts and actions. The qualitative research we describe examines the exchanges occurring during semi-structured interviews with 360 children age 3-13, including 294 from New Zealand (158 boys, 136 girls) and 66 from China (34 boys, 32 girls) concerning their understanding of the shape and motion of the Earth, Sun and Moon (ESM). We look closely at the relationships between what is revealed as children manipulate their own play-dough models and their apparent understandings of ESM concepts. In particular, we focus on the switching taking place between what is said, what is drawn and what is modelled. The evidence is supportive of Edelman's view that memory is non-representational and that concepts are the outcome of perceptual mappings, a view which is also in accord with Barsalou's notion that concepts are simulators or skills which operate consistently across several modalities. Quantitative data indicate that the dynamic structure of memory/concept creation is similar in both genders and common to the cultures/ethnicities compared (New Zealand European and Maori; Chinese Han) and that repeated interviews in this longitudinal research lead to more advanced modelling skills and/or more advanced shape and motion concepts, the results supporting hypotheses (Kolmogorov-Smirnov alpha levels 0.05; r[subscript s] : p < 0.001).

Evidence from a range of fields indicates that inventions are often inspired by drawing a parallel to solutions found in nature. However, the cognitive mechanism of this process is not well understood. The cognitive mechanism of heuristic prototype in scientific innovation was tested with 3 experiments. First, 84 historical accounts of important scientific innovations were collected and the prototype solution underlying them was extracted. Experiment 1 tested the validity of these materials and showed that knowledge of the prototype facilitated insight solutions. Experiment 2 and 3 suggested that activation of the prototype was indeed the critical element in the process of insight. Also, the mechanism of this activation was linked to the semantic similarity between the feature function of the prototype and the required function of the problem. In addition, Experiment 3 showed that participants who were better at excluding interference information more readily activated the relevant prototype. To sum up, the experiments suggested that activating a memory of the heuristic prototype was important in solving scientific innovation insight problems. Activating the feature function of right heuristic prototype and linking it by way of semantic similarity to the required function of the problem was the key mechanism people used to solve scientific insight problem.

Specific language impairment (SLI) and dyslexia are found to co-occur in school-aged children learning Chinese, a non-alphabetic language (Wong, Kidd, Ho, & Au in "Sci Stud Read" 14:30--57, 2010). This paper examined the "Distinct" hypothesis--that SLI and dyslexia have different cognitive deficits and behavioural manifestations (e.g., Catts, Adolf, Hogan, & Weismer in "J Speech Lang Hear Res" 48:1378-1396, 2005) in Chinese children in Primary 1. Ninety-four six- to seven-year-old Chinese children completed a norm-referenced test for oral language and for literacy, as well as cognitive tasks related to reading development. Based on results from the norm-referenced tests, 40 children fell in the typically-developing Control group, 10 children in the dyslexia-only (D) group, 19 in the SLI-only group and 25 children in the SLI-D group. Orthographic skills and lexical access and retrieval skills were found to be associated with dyslexia. Phonological memory and morphological awareness were associated with SLI. Phonological awareness was associated with both SLI and dyslexia. SLI and dyslexia in Chinese did not seem to be distinct disorders as they were both characterized by a deficit in phonological awareness. Implications for clinical practice were discussed.

This study considered how far nonverbal cognitive, language and reading abilities are affected by common genetic influences in a sample of 312 typically developing Chinese twin pairs aged from 3 to 11 years. Children were individually given tasks of Chinese word reading, receptive vocabulary, phonological memory, tone awareness, syllable and rhyme awareness, rapid automatized naming, morphological awareness and orthographic skills, and Raven's Colored Progressive Matrices. Factor analyses on the verbal tasks adjusted for age indicated two factors: Language as the first factor and Reading as the second factor. Univariate genetic analyses indicated that genetic influences were substantial for nonverbal cognitive ability and moderate for language and reading. Multivariate genetic analyses showed that nonverbal cognitive ability, language and reading were influenced by shared genetic origins, although there were specific genetic influences on verbal skills that were distinct from those on nonverbal cognitive ability. This study extends the Generalist Genes Hypothesis to Chinese language and reading skills, suggesting that the general effects of genes could be universal across languages. (Contains 4 tables and 2 figures.)