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The aim of this study was threefold: (1) to further examine the possibility of using literature-based activities to raise EFL students' emotional intelligence (hereafter EI) and (2) to see whether there is any relationship between students' EI and writing achievement, in addition (3) to shed light on the implementation of such activities into the government-stipulated university syllabus of China. The participants of the study consisted of 68 non-English major freshmen in a university in HangZhou, China. To check the equality of the two groups, a writing ability test and TEIQue-ASF (Trait Emotional Intelligence Questionnaire-Adolescent Short Form) were administered prior to the experiment. Then, the experimental group was given some pieces of short literature readings with high emotional content to motivate them to think, talk, and write about their emotions. Meanwhile, the control group was assigned texts exclusive of emotional words and taught as an ordinary English writing class in China. Results revealed that students in the experimental group scored significantly higher than those in the control group on TEIQue-ASF and writing in the post-tests. There was a relatively strong positive relationship between EI and writing achievement. Implications and limitations of the study were also discussed.

Background: To reveal the relations between neuropsychiatric symptoms (NPS), stages of cognitive impairment, sex, and daily function impairment in patients with mild cognitive impairment (MCI) and Alzheimer's disease (AD). Method: 1,154 patients with MCI and AD were enrolled from 2014 to 2021 from the Memory Clinic, The First Affiliated Hospital of Chongqing Medical University. Mini‐mental State Examination (MMSE) was used to assess the cognitive function, and Clinical dementia rating scale (CDR) was used to evaluate the disease severity of patients. NPS and function of patients' daily life were evaluated by Neuropsychiatric Inventory (NPI) and activities of daily living (ADL) respectively. Result: Psychosis symptoms displayed the highest prevalence in MCI (43.3%) and mild AD stage (62.2%), while in moderate and severe AD, behavior symptoms showed its dominance (86.7% and 96.4%, respectively). Delusion, apathy, AMB and sleep disturbance were the discriminant symptoms across the spectrum of cognitive decline (all P <0.05). Depression was more prominent in female (26.1% vs. 14.9% in MCI; 40.2% vs. 21.0% in AD, all P< 0.05) while male patients presented higher prevalence in apathy (27.0% vs. 18.6% in MCI; 54.1% vs. 42.8% in AD, all P< 0.05). Physical self‐maintenance was negatively impacted by apathy and sleep disturbance at mild AD stage, while instrumental activity of daily living was significantly influenced by aberrant motor behavior in MCI and mild AD (all P< 0.05). Conclusion: The prevalence of NPS is correlated with sex, the stage of cognitive impairment and daily living function. Revealing their relations can allow he development of better prevention and treatment strategies for patients with cognitive impairment. [ABSTRACT FROM AUTHOR]

This article discusses an intervention project by means of motivational approaches in a British culture survey course for English majors in mainland China's university classroom context. The intervention uses such motivational theories as attribution and task orientation to motivate the teaching and learning of the EFL course so as to create a cooperative classroom environment. Theoretical bases of the Chinese heritage culture and motivation are examined, specific intervention procedures discussed, relevant data analysed and finally some suggestions regarding the EFL teachers' important role in promoting the quality of EFL education are made. The intervention results show that an innovative pedagogy to motivate students' metacognitive awareness, cognitive and socio-cognitive ability in cooperative classroom learning situations different from the traditional cramming methods and examinations proves effective. Motivation should be given a central role in promoting China's EFL quality education.