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Objective: To detect and locate the boundary line between paddy and brown rice in separation equipment. Methods: A method based on straight-line edge detection was proposed by performing model matching with different color features. Converted the resulting images to grayscale and applied the linear edge detection algorithm to locate the target position. Results: Our approach reduced the error to within 5% and significantly improved recognition accuracy compared to traditional methods. Conclusion: Proposed method has a small recognition error, making it suitable for identifying the boundary between paddy and brown rice.

A fundamental question in numerical development concerns the directional relation between an early-emerging non-verbal approximate number system (ANS) and culturally acquired verbal number and mathematics knowledge. Using path models on longitudinal data collected in preschool children (M[subscript age] = 3.86 years; N = 216; 99 males; 80.8% White; 10.8% Multiracial, 3.8% Latino; 1.9% Black; collected 2013-2017) over 1 year, this study showed that earlier verbal number knowledge was associated with later ANS precision (average [beta] = 0.32), even after controlling for baseline differences in numerical, general cognitive, and language abilities. In contrast, earlier ANS precision was not associated with later verbal number knowledge ([beta] = -0.07) or mathematics abilities (average [beta] = 0.10). These results suggest that learning about verbal numbers is associated with a sharpening of pre-existing non-verbal numerical abilities.

This study attempts to design effective messages to promote condom negotiation self-efficacy and safer sex intent among young women in China. An online experiment with 2 (descriptive norm: present versus absent) × 2 (traditional sexual value: high versus low) between-subjects factorial design was conducted on a purposive sample of 241 female Chinese college students. The results demonstrated that culturally tailored messages incorporating descriptive norms information on the popularity of condom negotiation can increase participants' self-efficacy (F(1,237) = 9.01, partial [eta-squared] = 0.04, P = 0.003) but not safer sex intent (F(1,237) = 2.80, partial [eta-squared] = 0.01, P = 0.096). Participants with a lower level of traditional sexual values had similar levels of condom negotiation self-efficacy as those with a higher level of values: F(1,237) = 2.85, partial [eta-squared] = 0.01, P = 0.09. There were no significant interaction effects of traditional sexual value and descriptive norm on condom negotiation self-efficacy and safer sex intent. The findings contribute to the cultural sensitivity perspective in health education in an Eastern context and have implications for public health practitioners and policymakers.

The simulation of the initial stress field of coal rock generally generalizes the coal seam, roof and floor and overlying rock layer into isotropic plates, and the stress field simulation of the entire wellfield scale has certain limitations if this method is adopted. In order to accurately construct the coal and rock physical property parameters model under complex geological conditions, the 3D model that conforms to the fluctuation of coal seam was constructed by using Petrel software platform, well point data interpolation, seismic data liaison control, well logging data calculation and laboratory test data correction. The bending energy index of the coal seam roof in the study area is calculated, the bursting liability of the roof is preliminarily evaluated, and the roof is divided according to the evaluation criteria.

With the increasingly emerging human–artificial intelligence (AI) romantic relationships throughout the world, it is important to understand its meaning from the perspective of users who are dating virtual lovers. This study uses relational dialectics theory 2.0 and its corresponding method of contrapuntal analysis to examine the discursive tensions of what it means to have an AI partner. Specifically, this study focused on users of the social chatbot Replika and analyzed posts shared by Replika users in an online community. Findings revealed two discourses: the discourse of idealization (DI) and the discourse of realism (DR) that interplayed through both contractive and expansive practices. This study contributes to the field by introducing the DI and the DR discourse framework, which lays the groundwork for future research on human–AI relationships. Additionally, the pivotal role of communication is highlighted, which serves as the cornerstone for constructing, framing, and negotiating the meaning of human–AI romantic relationships. [ABSTRACT FROM AUTHOR]

Two zinc complexes [Zn(LH)2(phen)] (1) and [Zn(L)(H2O)]n (2) (LH− = 2-hydroxy-5-((3-nitrophenyl)azo)-benzoate, phen = 1,10-phenanthroline) were synthesized by hydrothermal methods and characterized by elemental analysis and IR spectroscopy. Complexes 1 and 2 crystallize in mononuclear and polymeric structures, respectively, where ligands L2− are coordinated to the zinc ions via their carboxylate and phenolate groups in η2,μ2,κ2 and η2,μ2,κ1 mode, respectively. Introduction of the auxiliary chelating phen ligand results in the chelation of the zinc ions in 1 through both the phen ligand and the carboxylate group of the first LH− anion assisted further by the monodentate carboxylate group of the second LH− anion. In complex 2 the L2− anions act as tridentate ligands utilizing their carboxylate and phenolate groups to coordinate to three zinc ions. The phenolate oxygen atom bridges two zinc ions resulting in the generation of a layer structure. Fluorescence measurements have indicated that complexes 1 and 2 exhibit similar luminescence emissions around 393 and 387 nm, respectively, which originate from intra-ligand π-π* transitions. The emission intensities were strengthened relative to the sodium complex NaLH owing to the enhancement of the rigidity of the aromatic system through the coordination interactions of the ligands with the more tightly bound zinc ions. Furthermore, the suspension of complex 2 can be used to selectively detect Fe3+ cations via the luminescence quenching process. [ABSTRACT FROM AUTHOR]

Heavy episodic drinking among college students is a common but scarcely researched public health problem in China. Although social drinking could be regarded as an enjoyable activity across cultures, the Chinese cultural belief about alcohol use is different from that of its Western counterpart, which has been richly evidenced in the research literature. Specifically, Chinese college students may consider social drinking as a venue for practicing an important social skill and preparing for life after college. This project introduces and tests the concept of "drinking as preparation for adulthood." An approximate longitudinal study was conducted with a purposive sample of 338 college students (65.5% as females) in Southern China. An event history analysis confirms that drinking as preparation for adulthood is a significant predictor of college drinking onset. Findings indicate that culturally unique psychological factors can provide valuable alternative explanations and expand the scientific validity of theories established in the West.

Children's understanding of the quantities represented by number words (i.e., cardinality) is a surprisingly protracted but foundational step in their learning of formal mathematics. The development of cardinal knowledge is related to one or two core, inherent systems - the approximate number system (ANS) and the object tracking system (OTS) - but whether these systems act alone, in concert, or antagonistically is debated. Longitudinal assessments of 198 preschool children on OTS, ANS, and cardinality tasks enabled testing of two single-mechanism (ANS-only and OTS-only) and two dual-mechanism models, controlling for intelligence, executive functions, preliteracy skills, and demographic factors. Measures of both OTS and ANS predicted cardinal knowledge in concert early in the school year, inconsistent with single-mechanism models. The ANS but not the OTS predicted cardinal knowledge later in the school year as well the acquisition of the cardinal principle, a critical shift in cardinal understanding. The results support a Merge model, whereby both systems initially contribute to children's early mapping of number words to cardinal value, but the role of the OTS diminishes over time while that of the ANS continues to support cardinal knowledge as children come to understand the counting principles.

In group decision-making, the behavior of each member is sensitive to the social influence of other majority members. Research on majority influence has shown that multiple non-human agents with anthropomorphic cues can exert normative pressure on a lone human decision-maker. However, how individuals perceive and respond to minority influence exerted by a lone machine is rarely discussed. Hence, a between-subjects experiment was conducted to examine how different minority identity (human vs artificial intelligence [AI]) and specialization (specialist vs generalist) cues influence individuals' perceptions and behavior in response to moral dilemmas in a joint human–AI group. The results confirmed the significant role of specialization cues in predicting in-group identification, source credibility, and conversion behavior. In addition, the participants perceived the human minority as more credible than the AI minority, which prompted conversion behavior when the minority was labeled as a specialist rather than as a generalist. [ABSTRACT FROM AUTHOR]

When someone intimately discloses themselves to a robot, does that make them like the robot more? Does a robot's reciprocal disclosure contribute to a human's liking of the robot? To explore whether these disclosure-liking effects in human–human interaction also apply to human–robot interaction, we conducted a between-subjects lab experiment to examine how self-disclosure intimacy (intimate vs. non-intimate) and reciprocal self-disclosure (yes vs. no) from the robot influence participants' social perceptions (i.e., likability, trustworthiness, and social attraction) toward the robot. None of the disclosure-liking effects were confirmed by the results. In contrast, reciprocal self-disclosure from the robot increased liking in intimate self-disclosure but decreased liking in non-intimate self-disclosure, indicating a crossover interaction effect on likability. A post-hoc analysis was conducted to further understand these patterns. Implications in terms of the computers are social actors (CASA) paradigm were discussed. [ABSTRACT FROM AUTHOR]

In light of the introduction of the three-child policy and the current decline in birth rates in China, there remains a lack of a comprehensive understanding of how the discourse surrounding pregnancy and postpartum is publicly addressed, framed, and navigated within Chinese social media. This study delves into the portrayal and framing of childbirth-related topics on WeChat public accounts, which serve as an open online media platform where Chinese users predominantly access daily information. Employing content analysis with the Complementary Explorative Data Analysis framework, we examined 155 posts about pregnancy and childbirth from diverse WeChat public accounts. This analysis revealed the identification of four generic and four issue-specific frames. Our research sheds light on a postfeminist ideology embedded within the discourses of motherhood on WeChat public accounts, marked by two distinct characteristics. First, it manifests in the juxtaposition of two narratives: the idealization of celebrities and the portrayal of self-independent ordinary women. Second, it operates within the bounds of state censorship, given the substantial influence of the Chinese government in shaping and restricting discussions on gender, reproduction, and motherhood. [ABSTRACT FROM AUTHOR]

The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation is a fundamental numerical ability that emerges early in development and is linked to children's learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in the precision of magnitude representations. This study recruited preschool-aged children with autism spectrum condition (N = 70; 64 boys, M age = 5.20 years) and without autism spectrum condition (N = 117; 63 boys, M age = 5.11 years), and tested their precision of magnitude representation with an approximate number comparison task (dot comparison). Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition, regardless of the congruency between numerosity and surface area of dots. Moreover, the lower numerical comparison accuracy was observed even controlling for multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities. In addition, the variability of the comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation (e.g. presenting the number of a collection of objects) is a fundamental numerical ability presented since early infancy and is correlated with children's later learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in precision of magnitude representations. This study compared preschool children with and without autism spectrum condition in their precision of magnitude representation with an approximate number comparison task, in which children compared two sets of dots without counting and chose the set with more dots. Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition. This difference existed even when multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities were statistically controlled. Moreover, the individual difference of the numerical comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. In addition, the large variance in the precision of their magnitude representation suggests that individualized mathematics interventions are needed for children with autism spectrum condition. [ABSTRACT FROM AUTHOR]

Children's understanding of the quantities represented by number words (i.e., cardinality) is a surprisingly protracted but foundational step in their learning of formal mathematics. The development of cardinal knowledge is related to one or two core, inherent systems--the approximate number system (ANS) and the object tracking system (OTS)--but whether these systems act alone, in concert, or antagonistically is debated. Longitudinal assessments of 198 preschool children on OTS, ANS, and cardinality tasks enabled testing of two single-mechanism (ANS-only and OTS-only) and two dual-mechanism models, controlling for intelligence, executive functions, preliteracy skills, and demographic factors. Measures of both OTS and ANS predicted cardinal knowledge in concert early in the school year, inconsistent with single-mechanism models. The ANS but not the OTS predicted cardinal knowledge later in the school year as well the acquisition of the cardinal principle, a critical shift in cardinal understanding. The results support a Merge model, whereby both systems initially contribute to children's early mapping of number words to cardinal value, but the role of the OTS diminishes over time while that of the ANS continues to support cardinal knowledge as children come to understand the counting principles.

Two non-verbal cognitive systems, an approximate number system (ANS) for extracting the numerosity of a set and a parallel individuation (PI) system for distinguishing between individual items, are hypothesized to be foundational to symbolic number and mathematics abilities. However, the exact role of each remains unclear and highly debated. Here we used an individual differences approach to test for a relationship between the spontaneously evoked brain signatures (using event-related potentials) of PI and the ANS and initial development of symbolic number concepts in preschool children as displayed by counting. We observed that individual differences in the neural signatures of the PI system, but not the ANS, explained a unique portion of variance in counting proficiency after extensively controlling for general cognitive factors. These results suggest that differences in early attentional processing of objects between children are related to higher-level symbolic number concept development.