期刊：
Psychology in the Schools,2023年60(12):4930-4945 ISSN：0033-3085
通讯作者：
Zhang, WL
作者机构：
[Zhang, WL; Zhang, Wenlan; Yang, Panpan] Shaanxi Normal Univ, Fac Educ, Xian, Peoples R China.;[Lu, Meixing] Cent China Normal Univ, Fac Articificial Intelligence Educ, Wuhan, Peoples R China.
通讯机构：
[Zhang, WL ] S;Shaanxi Normal Univ, Fac Educ, Xian, Peoples R China.
摘要：
Reading literacy is the core component of Chinese literacy and the basic ability needed in students' personal development. From the experience of international curriculum and teaching reform, project-based learning is an important way to train students' core literacy. In this context, this paper explores the impact of project-based learning on reading literacy of primary school students in blended learning environment by adopting a mixed-method design. The results show that, compared with traditional teaching, project-based learning is more conducive to promoting primary students' reading behavior and attitude, improving their reading level and reading comprehension ability with two reading purposes. This finding provides empirical evidence and practical guidance for Chinese teachers in primary schools when implementing project-based learning.
作者机构：
[Xiong, Bing; He, He] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.;[He, He] Huaibei Normal Univ, Sch Foreign Languages, Huaibei, Peoples R China.
通讯机构：
[He, H ] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.;Huaibei Normal Univ, Sch Foreign Languages, Huaibei, Peoples R China.
摘要：
Since the 1990s, discourse analysis has become a new promising trend in translation and interpreting studies. Studies on discourse analysis have provided a wider perspective from which to examine t...
作者机构：
[Xiong, Zirui] Hubei Univ, Cent China Normal Univ, Wuhan, Peoples R China.
通讯机构：
[Zirui Xiong] C;Central China Normal University<&wdkj&>Hubei University
摘要：
Ecolinguistics: Language, Ecology and the Stories We Live By is a seminal book in ecolinguistics and has been updated to the second edition in 2021. The first edition was remarkably well-received, ...
期刊：
Journal of Computing in Higher Education,2023年:1-24 ISSN：1042-1726
通讯作者：
Yu, S;Wang, JH
作者机构：
[Yu, Shuang; Liu, Qingtang; Yu, S; Zheng, Xinxin; Wu, Linjing] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Ye, Junmin] Cent China Normal Univ, Sch Comp, Wuhan, Peoples R China.;[Wang, Jianhu] Xinjiang Normal Univ, Coll Educ Sci, Urumqi, Peoples R China.
通讯机构：
[Yu, S ] C;[Wang, JH ] X;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;Xinjiang Normal Univ, Coll Educ Sci, Urumqi, Peoples R China.
摘要：
Interdisciplinary collaboration is widely used in research, industry, and education. Understanding the differences in cognitive processes between cross-discipline and same-discipline groups can improve instruction in collaborative learning. In this study, students volunteered to participate in cross-discipline or same-discipline collaborative learning groups to collaboratively complete three assignments. Epistemic network analysis was employed to identify the differences in cognitive engagement, the roles of group leaders, and the trajectory differences between these two kinds of groups. The results showed that compared to same-discipline groups, cross-discipline groups have lower-order cognitive engagement. Group leaders in cross-discipline groups invested most of their energy into inquiring or starting the discussion. In addition, cognitive engagement of cross-discipline groups dropped sharply over time in collaborative learning. These differences imply that to achieve better collaboration in cross-discipline groups, teachers should provide more interventions, such as evaluation and analytical support, to help students reach high-level cognitive engagement.
期刊：
Education and Information Technologies,2023年28(3):3145-3172 ISSN：1360-2357
通讯作者：
Yating Li
作者机构：
[Li, Yating; Zhou, Chi; Chen, Min; Man, Shuo] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.;[Chen, Min] Minist Educ, Educ Informatizat Strategy Res Base, Wuhan 430079, Hubei, Peoples R China.;[Li, Yating] Minist Educ, Strateg Res Base, Res Ctr Sci & Technol Promoting Educ Innovat & De, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Yating Li] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China<&wdkj&>Research Center of Science and Technology Promoting Educational Innovation and Development, Strategic Research Base of the Ministry of Education, Wuhan, China
关键词：
Digital divide;Information literacy development;Information literacy evaluation;Status and difference analysis;Teachers’ information literacy
作者机构：
[Chen, Hong; Li, Qingqing] Southwest Univ, Key Lab Cognit & Personal, Minist Educ, Chongqing, Peoples R China.;[Fu, Zhenrong; Li, Qingqing; Zhou, Zongkui] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan, Peoples R China.;[Fu, Zhenrong; Li, Qingqing; Zhou, Zongkui] Cent China Normal Univ, Sch Psychol, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan, Peoples R China.;[Song, Shiqing] Shaanxi Normal Univ, Fac Psychol, Xian, Peoples R China.;[Xiang, Guangcan] China Three Gorges Univ, Tian Jiabing Coll Educ, Yichang, Peoples R China.
通讯机构：
[Hong Chen] K;Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China<&wdkj&>Faculty of Psychology, Southwest University, Chongqing, China
关键词：
ALFF;early life adversity;family unpredictability;fMRI;self-control
摘要：
Self-control, the ability to regulate prepotent desires or impulses in order to realize one's valued goal, has been found to be associated with early life adversity. However, the neural correlates underlying this relationship remain poorly understood. The present study employed resting-state functional magnetic resonance imaging (fMRI) to investigate this issue among late adolescents (N = 538). Results showed that family unpredictability rather than family harshness of early life adversity was negatively correlated with self-control ability. The whole brain analysis showed that self-control was associated with enhanced ALFF in the right middle and inferior frontal gyrus, the left anterior insula, and with decreased ALFF in the left precuneus. Moreover, the mediating analysis showed that ALFF in the inferior frontal gyrus could partially mediated the association of family unpredictability with self-control ability. These findings suggested that the brain regions implicating in executive control might be the neural correlates underlying the relationship between early life adversity and self-control ability, which advances the mechanistic understanding of how early family environment relates to the development of self-regulation in late adolescence.
摘要：
This study examines the evolution of current interests and emerging characteristics in library and information science (LIS) from Chinese iSchools, including an analysis of the LIS landscape, space distribution, citation, emerging characteristics, and collaborations. This study considers a non-parametric approach to outline the structure of the iSchool movement in China, while clustering analysis helped us obtain information about the descriptions generated within unsupervised learning groups. It was found that Chinese iSchools play an intermediary role in the international development of Chinese LIS, which further promotes the dissemination and exchange of knowledge and international cooperation in LIS.
期刊：
FRONTIERS IN PSYCHOLOGY,2022年13:1017775 ISSN：1664-1078
通讯作者：
Feng, Y.
作者机构：
[Wen, Hong; Feng, Yonggang] Shandong Normal Univ, Fac Educ, Jinan, Peoples R China.;[Kong, Xiangwei] Cent China Normal Univ, Dept Psychol, Wuhan, Peoples R China.
通讯机构：
[Feng, Y.] F;Faculty of Education, China
关键词：
cyber upward social comparison;cyberbullying;moderated mediating model;moral justification;online social support
摘要：
Based on the General Strain Theory and the moderating role model of social support, the present study explored the relationship between cyber upward social comparison and cyberbullying and further explored the mediating role of moral justification and the moderating role of online social support. This model was examined with 660 Chinese college students. Participants completed questionnaires regarding cyber upward social comparison, cyberbullying, moral justification, and online social support. After basic demographic variables were controlled, cyber upward social comparison was significantly and positively associated with cyberbullying. Moral justification played a mediating role in the relationship between cyber upward social comparison and cyberbullying. The mediating effect of moral justification on the relationship between cyber upward social comparison and cyberbullying was moderated by online social support. The results of this study will provide references for the prevention and intervention of cyberbullying.
作者机构：
[Gao, Qianqian; Liu, Qingtang; Tang, Yanling; Zhang, Si; Sun, Mengyu; Li, Honghui] Cent China Normal Univ, Fac Artificial Intelligence Educ, Hubei Res Ctr Educ Informationizat, Wuhan 430079, Peoples R China.;[Cai, Zhihui] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
通讯机构：
[Si Zhang] H;[Zhihui Cai] S;School of Psychology, Central China Normal University, Wuhan, 430079, China<&wdkj&>Hubei Research Center for Educational Informationization, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, 430079, China
期刊：
INTERNET AND HIGHER EDUCATION,2022年55:100875 ISSN：1096-7516
通讯作者：
Jin Zhou
作者机构：
[Ye, Jun -min] Cent China Normal Univ, Sch Comp, Wuhan, Peoples R China.;[Zhou, Jin] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.
通讯机构：
[Jin Zhou] F;Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China
摘要：
Evidence suggests that learning sentiments are inextricably related to cognitive processing, and the exploration of the relationship remains to be an important research topic. This study collected discourse data from 40 college students in online collaborative learning activities. Epistemic network analysis (ENA) was employed to explore the connection between learning sentiments and cognitive processing and compare the ENA network characteristics of the higher- and lower-engagement groups. The results indicated that there was a joint connection between understand-analyze-neutral, and insightful sentiments had more association with neutral sentiments and understanding. Besides, distinctions existed between higher- and lower-engagement groups with respect to the association between learning sentiments and cognitive processing. The higher-engagement group had stronger associations around positive and confused sentiments, while the lower-engagement group had stronger associations around off-topic discussion. The findings of this research may serve as a reference for designing and implementing collaborative learning activities to increase cognitive levels.
期刊：
Journal of Pragmatics,2022年197:27-42 ISSN：0378-2166
通讯作者：
Shuangyun Yao
作者机构：
[Yao, Shuangyun; Shen, Qian] Cent China Normal Univ, Res Ctr Language & Language Educ, Wuhan, Peoples R China.;[Shen, Qian] Zhongnan Univ Econ & Law, Sch Foreign Studies, Wuhan, Peoples R China.
通讯机构：
[Shuangyun Yao] R;Research Center for Language and Language Education, Central China Normal University, Luoyu Road 152, Wuhan, China
摘要：
This article investigates the use of syntactically incomplete turns (henceforth, SITs) to deliver two types of delicate actions, namely negatively assessing non-present third parties and teasing co-participants, in everyday interaction. Based on an examination of approximately 16 h of Mandarin face-to-face conversations, this study identifies the specific sequential environments that house these types of SITs and make the action(s) that these SITs accomplish become recognizable by recipients. Analysis also reveals that by abandoning the turns where the derogatory remarks or comments are due, the speakers orient to the criticism of others behind their back as well as the intentional provocation of the tease directed at co-participants as delicate. We argue that incompletion of a turn is not random, but systematically designed to manage interpersonal relationships between interlocutors.
