A Cognitive Study on Politeness Intention Processing and Its Association with Pragmatic Failure in Cross-Cultural Communication

Although a large number of studies have focused on various aspects of politeness,very little is known about how politeness intention is activated cognitively during verbal communication.The present study aims to explore the cognitive mechanism of politeness intention processing,and how it is related to pragmatic failure during cross-cultural communication.Using 30 Chinese EFL university students who were instructed to finish a probe word judgment task with 96 virtual scenarios,the results indicate that within both mono-and cross-cultural contexts,the response time in the experimental scenarios was significantly slower than that of the filler scenarios.This suggests that politeness intention was activated while understanding the surface meaning of the conversation;however,the EFL learners could not completely avoid the negative transfer of their native politeness conventions when they were comprehending the conversational intention of the target language.Furthermore,no significant differences in response time were found between the groups with high and low English pragmatic competence,illustrating that transferring the pragmatic rules and principles into cross-cultural communication skills was more cognitively demanding.Overall,this study adds to the literature on politeness research and provides some implications for foreign language pragmatic instructions.

Investigating a comorbid pattern of ill-health among late adolescents in relation to transdiagnostic processes: A prospective community study

An increase in anxiety, depressed mood and sleep problems has been observed among adolescents. These symptoms have high rates of comorbidity and shared psychological processes have been proposed as maintaining factors. This study examined the occurrence and development of individual profiles of depressive symptoms, anxiety and sleeps problems and investigated them in relation to catastrophic thinking and cognitive avoidance. We used longitudinal data from a community sample of 379 senior high school students at two time points, one year apart. Five clusters were identified: a low scores cluster, a sleep problems cluster, a comorbidity cluster (high on all variables), a low mood cluster and a cluster with elevation on anxiety and depressed mood (“distress”). In general, the clusters showed stability across time. However, for the low mood and “distress” cluster, there was also an increased odds of developing sleep problems. The comorbidity and the “distress” cluster displayed the highest levels of catastrophic thinking. In conclusion, symptom patterns differed among adolescents and were stable over time. Anxiety and/or depressive symptoms were a risk factor for the development of sleep problems. Symptom constellations were related to differences in catastrophic thinking and cognitive avoidance and this may explain maintenance and exacerbation of problems over time.

Differential cognitive responses to guqin music and piano music in Chinese subjects： an event-related potential study

Objective To compare the cognitive effects of guqin （the oldest Chinese instrument） music and piano music. Methods Behavioral and event-related potential （ERP） data in a standard two-stimulus auditory oddball task were recorded and analyzed. Results This study replicated the previous results of culture-familiar music effect on Chinese subjects： the greater P300 amplitude in frontal areas in a culture-familiar music environment. At the same time, the difference between guqin music and piano music was observed in NI and later positive complex （LPC： including P300 and P500）： a relatively higher participation of right anterior-temporal areas in Chinese subjects. Conclusion The results suggest that the special features of ERP responses to guqin music are the outcome of Chinese tonal language environments given the similarity between Guqin＇s tones and Mandarin lexical tones.

Investigation of system structure and information processing mechanism for cognitive skywave over-the-horizon radar

Based on the cognitive radar concept and the basic connotation of cognitive skywave over-the-horizon radar（SWOTHR）, the system structure and information processingmechanism about cognitive SWOTHR are researched. Amongthem, the hybrid network system architecture which is thedistributed configuration combining with the centralized cognition and its soft/hardware framework with the sense-detectionintegration are proposed, and the information processing framebased on the lens principle and its information processing flowwith receive-transmit joint adaption are designed, which buildand parse the work law for cognition and its self feedback adjustment with the lens focus model and five stages informationprocessing sequence. After that, the system simulation andthe performance analysis and comparison are provided, whichinitially proves the rationality and advantages of the proposedideas. Finally, four important development ideas of futureSWOTHR toward ＂high frequency intelligence information processing system＂ are discussed, which are scene information fusion, dynamic reconfigurable system, hierarchical and modulardesign, and sustainable development. Then the conclusion thatthe cognitive SWOTHR can cause the performance improvement is gotten.

Evolution Handoff Strategy for Real-Time Video Transmission over Practical Cognitive Radio Networks

The transmission delay of realtime video packet mainly depends on the sensing time delay(short-term factor) and the entire frame transmission delay(long-term factor).Therefore,the optimization problem in the spectrum handoff process should be formulated as the combination of microscopic optimization and macroscopic optimization.In this paper,we focus on the issue of combining these two optimization models,and propose a novel Evolution Spectrum Handoff(ESH)strategy to minimize the expected transmission delay of real-time video packet.In the microoptimized model,considering the tradeoff between Primary User's(PU's) allowable collision percentage of each channel and transmission delay of video packet,we propose a mixed integer non-linear programming scheme.The scheme is able to achieve the minimum sensing time which is termed as an optimal stopping time.In the macro-optimized model,using the optimal stopping time as reward function within the partially observable Markov decision process framework,the EHS strategy is designed to search an optimal target channel set and minimize the expected delay of packet in the long-term real-time video transmission.Meanwhile,the minimum expected transmission delay is obtained under practical cognitive radio networks' conditions,i.e.,secondary user's mobility,PU's random access,imperfect sensing information,etc..Theoretical analysis and simulation results show that the ESH strategy can effectively reduce the transmission delay of video packet in spectrum handoff process.

Analyzing the Integrated Teaching of Theory and Practice in Communication Technology Based on the Cognitive Process

This study analyzes the cognitive characteristics of students in communication courses in military colleges and the impact of integrated teaching of theory and practice on students’cognitive process as well as proposes the information processing model of students’cognitive process in the integrated teaching of theory and practice.Combining the cognitive characteristics of the students from Communication Technology,on the one hand,this study analyzes the five factors that affect the teaching effect of integrating theory and practice;on the other hand,it proposes improvement measures for the integration of theory and practice from the structure of the teaching content,teaching organization and management,modern education technology,and the ability of teachers.

The Social Group and Its Positive Effect on Social and Learning Skills the Child Earns

The education of children during the preschool age and social factors have a big impact on their preparation for life Kindergarten and the group will prepare the child to become independent in his decisions and activities. In the preschool period, the child experiences a rapid development, especially in the emotional sphere. That is why one of the prior characteristics of the development is emotionality. Preschool children＇s feelings are so strong that they include the children＇s appearance. Children experience the objective truth very subjectively. All the knowledge and the behavior of the child depend on emotions, which we must take great care of in the kindergarten. We can use the child＇s emotions to stimulate in a positive way the motivation to learn. In cases where there is the emotionally convenient atmosphere for growth and development, the child has strong security and faith feelings to build relationships with the others. Starting the kindergarten is a challenge both for the mother and the child. The mother should be the child＇s biggest reliance to get used to the new environment. Socialization and the emotional development of the child cannot be separated. Winning and development of skills is in both individual and social nature. Cognitive processes do not function in the social emptiness

Research on the Writing Textbooks for English Majors at Polytechnics

Textbooks, as one of the important elements for the teaching effects and students' training aim and quality are the main carri-er and means for the realization of teaching objectives. The paper analyzes the problems of currently-used textbooks at the followingthree aspects, textbook users, compiling styles and contents, based on 31 popular English writing textbooks used at Polytechnics as re-search subjects. Aiming to improve textbook quality and English teaching reform at Polytechnics, the paper also puts forward the ideasof compiling English writing textbooks on the basis of Feuerstein's theory.

Brain areas activated by uncertain reward-based decision-making in healthy volunteers

Reward-based decision-making has been found to activate several brain areas, including the ven- trolateral prefronta~ lobe, orbitofrontal cortex, anterior cingulate cortex, ventral striatum, and mesolimbic dopaminergic system. In this study, we observed brain areas activated under three de- grees of uncertainty in a reward-based decision-making task （certain, risky, and ambiguous）. The tasks were presented using a brain function audiovisual stimulation system. We conducted brain scans of 15 healthy volunteers using a 3.0T magnetic resonance scanner. We used SPM8 to ana- lyze the location and intensity of activation during the reward-based decision-making task, with re- spect to the three conditions. We found that the orbitofrontal cortex was activated in the certain reward condition, while the prefrontal cortex, precentral gyrus, occipital visual cortex, inferior parietal lobe, cerebellar posterior lobe, middle temporal gyrus, inferior temporal gyrus, limbic lobe, and midbrain were activated during the ＇risk＇ condition. The prefrontal cortex, temporal pole, inferior temporal gyrus, occipital visual cortex, and cerebellar posterior lobe were activated during am- biguous decision-making. The ventrolateral prefrontal lobe, frontal pole of the prefrontal lobe, orbi- tofrontal cortex, precentral gyrus, inferior temporal gyrus, fusiform gyrus, supramarginal gyrus, infe- rior parietal Iobule, and cerebellar posterior lobe exhibited greater activation in the ＇risk＇ than in the ＇certain＇ condition （P 〈 0.05）. The frontal pole and dorsolateral region of the prefrontal lobe, as well as the cerebellar posterior lobe, showed significantly greater activation in the ＇ambiguous＇ condition compared to the ＇risk＇ condition （P 〈 0.05）. The prefrontal lobe, occipital lobe, parietal lobe, temporal lobe, limbic lobe, midbrain, and posterior lobe of the cerebellum were activated during deci- sion-making about uncertain rewards. Thus, we observed different levels and regions of activation for different types of reward processing during decision-making. Specifically, when the degree of reward uncertainty increased, the number of activated brain areas increased, including greater ac- tivation of brain areas associated with loss.

Auditory event-related brain potentials for an early discrimination between normal and pathological brain aging

The brain as a system with gradually decreasing resources maximizes its chances by reorganizing neural networks to ensure efficient performance. Auditory event-related potentials were recorded in 28 healthy volunteers comprising 14 young and 14 elderly subjects in auditory discrimination motor task （low frequency tone - right hand movement and high frequency tone - left hand movement）. The amplitudes of the sensory event-related potential components （N1, P2） were more pronounced with increasing age for either tone and this effect for P2 amplitude was more pronounced in the frontal region. The latency relationship of N1 between the groups was tone-dependent, while that of P2 was tone-independent with a prominent delay in the elderly group over all brain regions. The amplitudes of the cognitive components （N2, P3） diminished with increasing age and the hemispheric asymmetry of N2 （but not for P3） reduced with increasing age. Prolonged N2 latency with increasing age was widespread for either tone while between-group difference in P3 latency was tone-dependent. High frequency tone stimulation and movement requirements lead to P3 delay in the elderly group. The amplitude difference of the sensory components between the age groups could be due to a general greater alertness, less expressed habituation, or decline in the ability to retreat attentional resources from the stimuli in the elderly group. With aging, a neural circuit reorganization of the brain activity affects the cognitive processes. The approach used in this study is useful for an early discrimination between normal and pathological brain aging for early treatment of cognitive alterations and dementia.

Application of QUEST Model of Questioning in the Classroom： Action Research Methodology in High School Education

It is well known that humans learn through a process of assimilation, incorporating new concepts into existing cognitive structures and forming revised representations in their mental lexicon. The study examines the application of the theories underlying Graesser＇s QUEST model to the high school classroom, to determine if the framing of new concepts into question-asking protocols and cognitive rehearsal regimes allows for increased and enhanced learning in high school students. Mandler＇s seminal work in Cognitive Psychology, Learning, and Memory are well known （1967） as is the work of one of his former graduate students, now Professor Emeritus, Dr. Arthur C Graesser from the University of Memphis （USA） who developed the QUEST model with his own graduate students, including Dr. Pardo, in the AI and Cognitive Science Laboratories at the University of Memphis. A pre-test/post-test quasi-experimental design was applied to two different levels of math and science classes, and overall performance was measured by how many questions they could answer before and after the classroom instruction.

Craftsmanship as the Model of a New Cultural Way

In this essay the idea is put forward that rethinking doing is the task that human sciences will need to undertake in the twenty-first century because the dichotomy do/think is one of the most deceptive and dangerous that the Western furor dividendi has ever formulated. Likewise, this is the time to re-do thinking： Both activities, divided from each other, are today quantitatively efficient, but incapable of making sense of themselves, of their own proceeding and of the world where they operate. Similarly incapable are the people who perform them and suffer cruelly from this defeat. It would take a rehabilitated subject, restored to an active role as interpreter and creator of culture, to remedy these shortcomings, reintegrating the spheres in a tensile equilibrium rich in novelty and significance. To this end, in an interdisciplinary perspective, insights by Dumont, Simmel, and Damasio are discussed and connected to Sennett＇s crucial intuition of the need for a new craftsmanship. This becomes the model of a foundational cultural act, in which a complex vision of culture joins a subjectivity that is at the same time a dynamic balance between rational and emotional components and a process where body and soul are inextricably entwined.

A Model on the Source of Language Vagueness

Vagueness of language has long been explored in the fields of philosophy and logic. Although Zadeh put forward fuzzy sets theory which was considered to be a decent quantitative instrument for the study of language vagueness, the source of vagueness still remains a disputed issue. As the study of vagueness goes further, researchers attached more and more attention to the relation between language-cognition- reality, especially in the cognitive field. Thus we found that it would be more satisfied with the issue to construct a relation-model between five factors： reality, concept, human, language, and context. This model, which is different from the semantic triangle in explicating the factors, human and context, may help to explain the nature of vagueness and reclassify the language vagueness.

The Study on Pragmatic Category of Communicative Intention

Successful communication is a dynamic cognitive process,which relies more on proper communicative intention.Communicative pragmatic category emphasizes the speaker and the hearer's mutual knowledge envirionment.

Application of Information Processing Theory in Second Language Vocabulary Acquisition

Vocabulary acquisition is an intricate process,which has a close relationship with memory.In cognitive psychology,a large number of studies on memory system have been conducted based on the information processing theory,placing great value on second language learners’cognitive process.This study intends to probe into second language vocabulary acquisition from the perspective of information processing theory in hope to help learners acquire vocabulary more scientifically and efficiently.

Text Difficulty Study:Do Machines Behave the Same as Humans Regarding Text Difficulty?

With the emergence of pre-trained models,current neural networks are able to give task performance that is comparable to humans.However,we know little about the fundamental working mechanism of pre-trained models in which we do not know how they approach such performance and how the task is solved by the model.For example,given a task,human learns from easy to hard,whereas the model learns randomly.Undeniably,difficulty-insensitive learning leads to great success in natural language processing(NLP),but little attention has been paid to the effect of text difficulty in NLP.We propose a human learning matching index(HLM Index)to investigate the effect of text difficulty.Experiment results show:1)LSTM gives more human-like learning behavior than BERT.Additionally,UID-SuperLinear gives the best evaluation of text difficulty among four text difficulty criteria.Among nine tasks,some tasks’performance is related to text difficulty,whereas others are not.2)Model trained on easy data performs best in both easy and medium test data,whereas trained on hard data only performs well on hard test data.3)Train the model from easy to hard,leading to quicker convergence.

Effects of FonF Feedback on Learners' Cognitive Processing of Language Errors

In order to analyze the learners＇ cognitive process under the teacher＇s focus-on-form feedback on second language writing, this study carried out an simulation experiment to investigate learners＇ correction rates and confidence levels according to three major variables： feedback modes, error types and treatment orders. The results show that： （1） treatments of ＂Code＂ and ＂Underline＂ both had their advantages and disadvantages under different situations; （2） different types of errors are sensitive to different feedback modes; （3） orders of treatment may influence learners＇ perception of instructor＇s intention; and （4） learners＇ confidence level may record the cognitive level of the target language and correlate with the correct rate. Finally, it is suggested to pay more attention to the interactive mechanism of feedback effect and to apply more diversified treatments under various situations in practice.

Using an improved sentence paradigm of event-related potentials to examine puns' cognitive mechanism

In order to specify brain temporal dynamics difference between two representative puns, homonymic and semantic puns, alternate presentation of words and phrase(APWP) paradigm was proposed. The highlight of APWP paradigm is to make sentences strictly presented in word-phrase-word-phrase-word forms, which helps relieve visual fatigue of the monotonous presentation form and prevent disturbance by the settled position of the ending word. Following the APWP paradigm, participants are invited to read puns presenting in word-phrase-word-phrase-word forms. Meanwhile, event-related potential(ERP) was adopted to record their electroencephalogram(EEG) data. By observing two linguistic cognitive indexes of EEG data, N400 and P600 caused by puns, it was found that there were significant difference of logical mechanisms between homonymic and semantic puns. For homonymic puns, a significant P600 effect without any obvious N400 amplitude was elicited for the pronunciation of heterograph. For semantic puns, an apparent N400 amplitude might reflect ambiguities and comprehensive difficulty of a homonym into its discourse context. This study also conveyed that the APWP paradigm proved to be a good model for sentences research, which can be applied to other linguistic phenomena of complete context, such as metaphor, irony and jokes, sentence pattern and syntactic research.

IS NOTICING VITAL FOR L2 LEARNING?——A CRITICAL REVIEW OF SCHMIDT’S "NOTICING HYPOTHESIS"

二语习得研究学者Schmidt提出的"注意假设"认为,"注意是二语发展的前提条件"。本文作者对此观点提出质疑。文章首先根据二语习得研究的输入理论指出该假设在理论方面存在片面性;然后进一步指出该假设所引证的Schmidt自身的研究以及其他二语习得研究者的相关研究均未能支持该假设的成立。作者最后指出,尽管"注意假设"对外语教学与研究带来一定程度的启示作用,由于这方面的实证研究数目相当有限,而且在研究方法上也有待改善,因此Schmidt关于"注意是二语发展的前提条件"之假设不能成立。语言学界仍需继续深入探讨二语习得所牵涉的复杂认知心理过程。

INCIDENTAL VOCABULARY ACQUISITION AND FOREIGN LANGUAGE VOCABULARY TEACHING

In recent years, the research of incidental vocabulary learning takes the cognitive processing approach to explore lexical development and has become a hot issue in the field of second language vocabulary acquisition. In terms of its origin, the concept was greatly influenced by and develops from linguistics and cognitive psychology of the 1970s and 1980s. The present paper reviews and analyzes the recent results of the research on incidental vocabulary acquisition. Some implications for L2 vocabulary teaching are also discussed.