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Recent research has shown that bilinguals outperform monolinguals on tasks requiring non-linguistic executive control skills, thereby generating an interest in the relationship between bilingual language processing and non-linguistic control abilities. Based on this, the present study further examined the bidirectional interaction between language control and non-linguistic control in unbalanced Chinese-English bilinguals. These bilinguals completed a Flanker task in three types of language control contexts (i.e., L1, L2, and Mixed language contexts) in the interleaved word-comprehension-to-Flanker sequence and performed a picture-word matching task in three types of non-linguistic executive control contexts (i.e., color, shape and color-shape mixed contexts) in the interleaved color-shape-switching-to-word-comprehension sequence. The results showed that the Flanker effect in mixed language context was smaller than in single (L1 and L2) context, suggesting language control leads to a better non-linguistic control ability. Additionally, the language switching cost was found smaller in the mixed task context (color/shape switching), indicating that non-linguistic control can enhance the language control ability. Therefore, we conclude that there is a bidirectional interaction between language control and non-linguistic control even in unbalanced bilinguals.

Research has documented a bidirectional relationship between forgiveness and self-control, influencing adolescent satisfaction with life. However, the potential psychosocial mechanisms underpinning this association remain nebulous. In that study, two hypothetical models were compared to disentangle the unique role of forgiveness and self-control independently on life satisfaction. Four hundred and forty-eight adolescents completed a multisection questionnaire. After controlling for age and gender, results showed: (a) Forgiveness, rumination, and self-control are significantly associated with life satisfaction among Chinese adolescents; (b) Rumination and self-control played serial mediating roles in the association between forgiveness and life satisfaction in Model A; (c) Rumination and forgiveness serially mediated the relationship between self-control and life satisfaction in Model B; (d) Furthermore, the total effect of self-control on life satisfaction was stronger than that of forgiveness on life satisfaction. This study provides a new entry point for the unique mechanisms between self-control/forgiveness and life satisfaction, which has important practical implications for developing effective interventions to improve life satisfaction among adolescents.

With the popularity of mobile devices, people are increasingly trying to learn a second language (L2) using mobile applications (apps). The current study examined language learners' perceptions of the usefulness and ease of use of mobile learning apps in relation to language learning flow and satisfaction. University students who were learning Chinese as second language (CSL; n = 183) or learning English as second language (ESL; n = 481) completed scales assessing their perceptions of the apps' usefulness (PU) and ease of use (PEOU), L2 learning flow, and L2 learning satisfaction. Latent profile analysis was used to identify latent groups within CSL learners and within ESL learners, according to their mobile apps perceived usefulness, and perceived ease of use scores. The results showed that: (1) a 3-class solution consisting of a low (least positive) perception group, a medium perception group, and a high perception group was supported in both samples of language learners; (2) in the ESL sample, positive perceptions appeared to have a linear relationship with learning flow and satisfaction; in the CSL sample, this linear relationship was seen for satisfaction but not learning flow. The results of regression analysis validated the moderating role type of language learning plays in the link between PU/PEOU and learning flow and satisfaction with stronger links in ESL learners as compared to CSL learners. Suggestions for further research on app-based L2 learning are discussed.

Mobile language learning has attracted much attention in recent years. Previous research has demonstrated a relationship between perceived usefulness and continuance intention to use technology. This study used a cross-section design to further investigate the possible association between perceived usefulness and continuance intention in the context of language learning and the mediating effects of integrative motivation and flow. A total of 500 college students who were learning English through mobile applications (apps) completed the Perceived Usefulness Scale, Integrative Motivation Scale, Flow Scale, and Continuance Intention Scale. Correlation analysis showed that perceived usefulness, continuance intention, integrative motivation, and flow were significantly positively correlated with each other. Results of regression analysis showed that integrative motivation and flow played multiple mediation roles in the relationship between perceived usefulness and continuance intention. That is: (1) perceived usefulness was positively related to continuance intention toward language learning apps; (2) both integrative motivation and flow played partial and parallel mediating roles between perceived usefulness and intention to use language learning apps; and (3) integrative motivation and flow mediated the relationship between perceived usefulness and continuance intention toward language learning apps sequentially. These results indicated that intention to use language learning apps among language learners can be promoted by way of the increasement of perceived usefulness of these apps, the enhancement of integrative motivation, and the improvement of flow experience. This creates the foundation for apps designers to focus more on inspiring learners to use the social connection functions of the apps, which helps them stay engaged in interactive language learning.

Many risk behaviors, such as cigarette smoking, excessive alcohol consumption, and problematic social media use (PSMU), are formed and developed during adolescence. These risk behaviors may become even more acute with lasting global economic impacts of the 2020-2022 COVID-19 pandemic. Previous research indicates that narcissism can lead to problematic social media use; however, there is a gap in the knowledge about the mediating and moderating variables facilitating this relationship. This study examines the role of fear of missing out (FoMO) as a mediator in this relationship and the role of social capital as a moderator for this mediation effect among Chinese adolescents during the 2020-2022 COVID-19 pandemic. A total of 1380 adolescents (825 females) anonymously completed the questionnaires which assessed the four variables of interest. Our results showed that fear of missing out mediated the associations between self-superior and other-inferior narcissism and problematic social media use, and this effect was stronger with other-inferior narcissism. Additionally, social capital strengthened the mediation effect of fear of missing out in the relationships between self-superior and other-inferior narcissism and problematic social media use. The results have critical implications for the prevention of adolescents’ PSMU.

A growing number of studies have focused on psychological factors involved in the career decisions made by individuals with disabilities. This study primarily investigated task-oriented psychological capital as the mediator of the relationship between private/public self-consciousness and career decision-making self-efficacy. Disability status was tested as a moderator of this mediational pathway. By recruiting 257 individuals with disabilities and 258 individuals without disabilities, we found that task-oriented psychological capital mediated the relationship between private/public self-consciousness and career decision-making self-efficacy; however, these two indirect links were weaker for individuals with disabilities than individuals without disabilities, suggesting a moderating effect of disability status. Results are discussed in terms of the potential synergy between private/public self-consciousness and task-oriented psychological capital in the development of career decision-making self-efficacy among individuals with disabilities and individuals without disabilities.

Many studies have reported that bottom-up multisensory integration of visual, tactile, and proprioceptive information can distort our sense of body-ownership, producing rubber hand illusion (RHI). There is less evidence about when and how the body-ownership is distorted in the brain during RHI. To examine whether this illusion effect occurs preattentively at an early stage of processing, we monitored the visual mismatch negativity (vMMN) component (the index of automatic deviant detection) and N2 (the index for conflict monitoring). Participants first performed an RHI elicitation task in a synchronous or asynchronous setting and then finished a passive visual oddball task in which the deviant stimuli were unrelated to the explicit task. A significant interaction between Deviancy (deviant hand vs. standard hand) and Group (synchronous vs. asynchronous) was found. The asynchronous group showed clear mismatch effects in both vMMN and N2, while the synchronous group had such effect only in N2. The results indicate that after the elicitation of RHI bottom-up integration could be retrieved at the early stage of sensory processing before top-down processing, providing evidence for the priority of the bottom-up processes after the generation of RHI and revealing the mechanism of how the body-ownership is unconsciously distorted in the brain.

This study examined visual-tactile perceptual integration in deaf and normal hearing individuals. Participants were presented with photos of faces or pictures of an oval in either a visual mode or a visual-tactile mode in a recognition learning task. Event-related potentials (ERPs) were recorded when participants recognized real faces and pictures of ovals in learning stage. Results from the parietal-occipital region showed that photos of faces accompanied with vibration elicited more positive-going ERP responses than photos of faces without vibration as indicated in the components of P1 and N170 in both deaf and hearing individuals. However, pictures of ovals accompanied with vibration produced more positive-going ERP responses than pictures of ovals without vibration in N170, which was only found in deaf individuals. A reversed pattern was shown in the temporal region indicating that real faces with vibration elicited less positive ERPs than photos of faces without vibration in both N170 and N300 for deaf, but such pattern did not appear in N170 and N300 for normal hearing. The results suggest that multisensory integration across the visual and tactile modality involves more fundamental perceptual regions than auditory regions. Moreover, auditory deprivation played an essential role at the perceptual encoding stage of the multisensory integration.

Existing research has explored the connection between perceived usefulness and growth mindset, but there are still gaps in our understanding of how the perceived usefulness of second language learning apps (PU-L2LA) relates to L2 learner’s language mindset (LM). Our study seeks to investigate the serial mediating role of flow and motivation intensity in the association between PU-L2LA and LM, as well as the network-level interaction between flow and motivation intensity (MI). This is a cross-sectional study conducted with a convenience sample of 524 Chinese university students, aiming to assess PU-L2LA, flow, MI, and LM. The results of the mediation analyses reveal that flow and MI play sequential mediating roles in linking PU-L2LA to LM. Furthermore, through network analysis techniques, two key bridge indicators (“The experience is extremely rewarding.” and “After I graduate from college, I will continue to study English and try to improve.”) were identified as important links between flow and MI. These findings contribute to a deeper understanding of how PU-L2LA influences LM and the underlying mechanisms involved. They highlight the importance of considering flow experiences and MI in promoting a positive language mindset among learners. Educators, app developers, and researchers can utilize these insights to design effective interventions, enhance engagement, and optimize language learning outcomes. [ABSTRACT FROM AUTHOR]

It is well known that the semantic features of gender associated with peoples' names are represented in the conceptual semantic system. However, there is scant evidence that such knowledge plays a role in name comprehension, and if so, in which processing stage this occurs. The aim of this study was to provide evidence concerning the time course of the activation of semantic gender in the processing of people's names. We recorded event-related potentials when participants saw picture-name pairs. Compared with the gender congruent condition in which the priming picture and Chinese name were matched on gender, names in the gender incongruent condition showed a mismatch effect in the time windows of 300-500 ms and 500-700 ms. These findings illustrate for the first time the activation of semantic gender when processing people's names, and further specify that this access occurs in the stage of name recognition rather than person identification.

The current study investigated the mechanism of language switching in unbalanced visual unimodal bilinguals as well as balanced and unbalanced bimodal bilinguals during a picture naming task. All three groups exhibited significant switch costs across two languages, with symmetrical switch cost in balanced bimodal bilinguals and asymmetrical switch cost in unbalanced unimodal bilinguals and bimodal bilinguals. Moreover, the relative proficiency of the two languages but not their absolute proficiency had an effect on language switch cost. For the bimodal bilinguals the language switch cost also arose from modality switching. These findings suggest that the language switch cost might originate from multiple sources from both outside (e.g., modality switching) and inside (e.g., the relative proficiency of the two languages) the linguistic lexicon.

Research has documented a bidirectional relationship between forgiveness and self‐control, influencing adolescent satisfaction with life. However, the potential psychosocial mechanisms underpinning this association remain nebulous. In that study, two hypothetical models were compared to disentangle the unique role of forgiveness and self‐control independently on life satisfaction. Four hundred and forty‐eight adolescents completed a multisection questionnaire. After controlling for age and gender, results showed: (a) Forgiveness, rumination, and self‐control are significantly associated with life satisfaction among Chinese adolescents; (b) Rumination and self‐control played serial mediating roles in the association between forgiveness and life satisfaction in Model A; (c) Rumination and forgiveness serially mediated the relationship between self‐control and life satisfaction in Model B; (d) Furthermore, the total effect of self‐control on life satisfaction was stronger than that of forgiveness on life satisfaction. This study provides a new entry point for the unique mechanisms between self‐control/forgiveness and life satisfaction, which has important practical implications for developing effective interventions to improve life satisfaction among adolescents. Practitioner points: Forgiveness and life satisfaction jointly function as serial mediators in the relationship between rumination and self‐control.Rumination and forgiveness serially mediate the relationship between self‐control and life satisfaction.The total effect of self‐control on life satisfaction is stronger than that of forgiveness. [ABSTRACT FROM AUTHOR]

Among different types of metaphors, lexical metaphors are special in that they have been highly lexicalized and often suggested to be processed like non-metaphorical words. The present study examined two types of Chinese metaphorical words which are conceptualized through body parts. One has both a metaphorical meaning and a literal meaning actively in use, with the former dominant over the latter, referred to as the Met+Lit words. The other has only metaphorical meaning, referred to as Met-only words. In two experiments, lexical metaphor words were presented following a body-related picture and participants judged whether the picture and word were semantically related (Experiment 1) or made lexical decision on the word ignoring the picture (Experiment 2). The N400 ERP responses showed a clear semantic priming effect for the Met+Lit words compared with the non-ambiguous neutral words, with latencies comparable to that in Met-only words in both experiments. The results were interpreted to indicate that the literal meaning as a subordinate meaning was activated during the early comprehension of conventional lexical metaphors, supporting the notion of dual access to metaphorical meaning and literal meaning in metaphor processing. (Contains 3 figures.)

In five experiments we explored the effects of weight on time in different action contexts to test the hypothesis that an integrated magnitude system is tuned to affordances. Larger magnitudes generally seem longer; however, Lu and colleagues (2009) found that if numbers were presented as weights in a range heavy enough to affect lifting, the "larger seems longer" effect was enhanced, but it was eliminated with weights too light to affect lifting. Experiments 1 and 2 revealed that actually lifting kilogram and gram weights had effects parallel to symbolized weights, suggesting that Lu et al.'s task implicitly evoked a lifting context. Experiments 3 and 4 showed that weights too heavy (e.g., tons) or too light to be discriminated by lifting, but relevant to other affordances (e.g., grams of a toxin) had effects on time as large or larger than for kilograms. Experiment 5 showed that the effect for grams in a toxicology context did not generalize to the lifting task of Experiment 2. Weight appears to integrate with other magnitudes when it is relevant to meaningful actions, including but not limited to lifting. (Contains 2 footnotes and 5 figures.)

Time perception has long been known to be affected by numerical representations. Recent studies further demonstrate that when participants estimate the duration of Arabic numbers, number magnitude, though task-irrelevant, biases duration judgment to produce underestimation for smaller numbers and overestimation for larger numbers. Such effects were found in the present study to be significantly reduced when a weight unit "gram" was suffixed to the numbers rendering the mental magnitude differences between different numbers less distinctive. The effects were enhanced when a different unit "kilogram" was suffixed to the numbers enlarging the perceived magnitude differences between different numbers. The results indicate that effects of number magnitude on duration estimation should not be attributed to the mathematical differences between numbers but to how the numbers are perceived to differ from each other in magnitude in specific contexts when they denote concrete items. The results also provide new evidence for the theoretical proposal of a common generalized magnitude system and indicate that the system must be extended to include other action-oriented magnitudes, such as weight. (Contains 1 figure.)

To summarize the widely dispersed literature concerning Chinese teachers' mental status, the present paper conducted a quantitative research synthesis with a focus on the current situation and development in teachers' mental disorders. On one hand, the results demonstrated that many critical problems existed in the exploration of this issue, such as the primary application of one uniform research type (i.e., theoretical discussion) and single-scale method (i.e., SCL-90); on the other, the comparison analysis showed that college teachers obtained significantly higher pathological prevalence than the other two (i.e., kindergarteners and teachers of middle or primary schools). And such negative prevalence has increased over the years and became sharper after 2000. Additionally, mental disorders seem more severe in country teachers (relative to those working in town), teachers aged above 40 (relative to those younger), and female teachers (relative to males). It is suggested that urgent attention should be paid to further improve the research level by highlighting the methodological consideration, especially focusing on the in-depth survey investigation, refined experimental study, as well as high-caliber qualitative research, and thus clarify the mechanism of teachers' psychological disorders.