In response to the growing prevalence of online second language learning and the burgeoning field of international Chinese language education, this study examines the impact of multimodal inputs (MMI) on vocabulary acquisition within online environments among learners of Chinese as a second language (CSL). A teaching intervention was conducted with 90 Mongolian CSL learners, who were grouped into audiovisual, audio, and visual groups. The findings indicate that the audiovisual condition significantly improved vocabulary retention compared to the single-modality conditions in a delayed post-test. Nevertheless, the efficacy of the MMI treatment was observed to vary with learners’ proficiency levels, with beginner-level CSL learners deriving greater benefit from MMI than intermediate-level learners. Furthermore, participants expressed both favorable and critical perspectives regarding the application of MMI in vocabulary instruction. These results highlight the potential of MMI interventions to enhance vocabulary learning in online second-language education, while also underscoring the necessity of considering learners’ target language proficiency and their attitudes when developing MMI-based instructional approaches.
Awe, a self-transcendent emotion, has been theoretically posited as a precursor to wise reasoning. However, direct empirical evidence supporting this relationship and the underlying mechanism has been limited. In four studies (N = 3700), we examined the relationship between awe and wise reasoning, as well as the mediating effect of self-transcendence, employing cross-sectional, longitudinal, and experimental designs. We consistently found that awe had a lagged effect on (Study 1), enhanced (Studies 2 & 3), and was associated with (Study 4) wise reasoning. Furthermore, self-transcendence mediated this relationship (Studies 3 & 4). The impact of awe on wise reasoning and mediating effect of self-transcendence could not solely be attributed to awe’s predominantly positive nature, and the mediation model was established beyond the influence of self-smallness (Studies 3–4). These findings contribute to understanding the emotional trigger of wise reasoning, the cognitive implications of awe, and its role in promoting wise conflict resolution.
This study aims to identify the associations between teacher mental health and student mental health. Cross-sectional data were collected from 127,877 students aged 9–20 years and 2,759 teachers across 31 provinces in China. The mental health of students and teachers were assessed by well-being (life satisfaction and positive mental health), and psychological distress (depression and anxiety). Controlling for demographic variables, multilevel regression analyses suggest that higher teacher positive mental health was linked to higher student positive mental health and lower student depression; higher teacher depression were correlated with higher student depression; and teacher life satisfaction and anxiety were not correlated with any indicators of student mental health. The study highlights the significant association between teacher mental health and student mental health.
Trust in artificial intelligence (AI) has become a central issue due to the opacity and unpredictability of AI decision-making processes. However, existing studies often produce inconsistent results and fail to provide a unified understanding of the underlying factors, making a comprehensive review necessary. To address this gap, we conducted a systematic review of 562 empirical studies to explore the antecedents and consequences of human trust in AI. The review identified key antecedents of trust, including AI capability, anthropomorphism, individual factors, and explainability, and associated consequences, such as behavioral intention, attitude, and acceptance. A cross-cultural analysis revealed significant differences in how cultural contexts influence the perception and prioritization of factors, such as capability, transparency, and anthropomorphism. These findings emphasize the need for a multidimensional approach to developing trustworthy AI systems, highlighting the importance of cultural sensitivity in AI design. The review also suggests several promising avenues for future research, including dynamic trust formation, reciprocal trust relationships, and the evolution of trust over time. Addressing these areas will enhance our understanding of trust in AI and contribute to the development of culturally adapted and ethically sound AI technologies.
Two-dimensional (2D) van der Waals ferroelectric materials have emerged as promising candidates for miniaturized devices due to their atomically thin structures and unique ability to maintain ferroelectricity even at reduced dimensions. Recent research indicates that the interfacial barriers between semiconductors and ferroelectrics can be modulated by polarization charges, with ferroelectric polarization—reversible by an external electric field—playing a crucial role in the switchable diode effect. In this work, we investigate a room-temperature switchable ferroelectric diode (Fe-diode) based on a MoS2/α-In2Se3 heterojunction. The out-of-plane ferroelectric properties of the α-In2Se3 layer enable efficient modulation of the Schottky barriers at the MoS2/α-In2Se3 interface through external voltage application, thereby achieving a notable switchable diode effect with a nonlinearity of up to 934. By exploiting the inherent nonlinearity, the ferroelectric diode can effectively generate complex signal waveforms, making it highly suitable for secure communication systems. These findings make the ferroelectric diode a potential candidate for enhancing confidentiality in future communication technologies, protecting data against eavesdropping and unauthorized access.
随着电影对极致沉浸式视听体验的发展需求,沉浸式声场记录和重放技术日显重要。本文围绕电影音频制作技术中的声场记录和重放问题,介绍了基于球麦克风阵列的高阶高保真立体声(Higher Order Ambisonics,HOA)分析技术,并针对球麦克风阵列球谐分解中的低频噪声与高频混叠问题,以及双耳重放技术中的阶数受限问题,给出了相应解决方案,研究表明所提方案可为观众提供更真实、更具沉浸感的声场重放效果,提升了观影体验,在电影音频制作中具有广阔的应用前景。