Objective:To study the influence of cognition and emotion on moral judgment of college students under the circumstance of whether the cognitive resources are occupied and whether the emotion is induced.Methods:This ex...Objective:To study the influence of cognition and emotion on moral judgment of college students under the circumstance of whether the cognitive resources are occupied and whether the emotion is induced.Methods:This experiment uses a multi-factor mixed experiment method to divide experiments and groups.Experiment 1 uses a two-factor mixed experimental design of 2(cognitive resource occupancy group,cognitive resource non-occupied group)×3(difficult situation type).Experiment 2 uses a two-factor mixed experimental design of 2(emotion induction group,emotion induction and cognitive resource occupation group)×3(three types of dilemma situation types)is adopted.The dependent variable of this experiment(including Experiment 1 and Experiment 2)is the judgment response time and the judgment result is“Yes”(F)or“No”(J).Results:(1)The reaction time of the cognitive resource occupancy group was significantly higher than that of the cognitive resource non-occupied group,and the cognitive resource occupancy group in the three types of dilemma situations of high personal involvement,low personal involvement,and non-personal participation.There is no significant difference between the results of moral judgments and the cognitive resource non-occupied group.(2)In the three dilemmas of high personal involvement,low personal involvement,and non-personal participation,the emotion-induced group and the emotion-induced and cognitive resource occupation group have no significant differences in reaction time and moral judgment results.(3)In the three dilemmas of high personal involvement,low personal involvement,and non-personal participation,the reaction time difference between the cognitive resource occupation group and the emotionally induced and cognitive resource occupation is not significant,while in the dilemma of low personal involvement,the number of people in the cognitive resource occupation group whose moral judgment is“Yes”was significantly higher than that in the emotionally induced and cognitive resource occupation group.(4)In the three dilemmas of high personal involvement,low personal involvement,and non-personal participation,the reaction time of the emotionally induced group was significantly higher than that of the cognitive resource non-occupied group,and the moral judgment results of the two groups were both found no significant difference.Conclusion:When the occupation of cognitive resources and the induction of emotions will significantly affect the response of individual moral judgments,different types of dilemmas will significantly affect the results of individual moral judgments.展开更多
The status of an operator’s situation awareness is one of the critical factors that influence the quality of the missions.Thus the measurement method of the situation awareness status is an important topic to researc...The status of an operator’s situation awareness is one of the critical factors that influence the quality of the missions.Thus the measurement method of the situation awareness status is an important topic to research.So far,there are lots of methods designed for the measurement of situation awareness status,but there is no model that can measure it accurately in real-time,so this work is conducted to deal with such a gap.Firstly,collect the relevant physiological data of operators while they are performing a specific mission,simultaneously,measure their status of situation awareness by using the situation awareness global assessment technique(SAGAT),which is known for accuracy but cannot be used in real-time.And then,after the preprocessing of the raw data,use the physiological data as features,the SAGAT’s results as a label to train a fuzzy cognitive map(FCM),which is an explainable and powerful intelligent model.Also,a hybrid learning algorithm of particle swarm optimization(PSO)and gradient descent is proposed for the FCM training.The final results show that the learned FCM can assess the status of situation awareness accurately in real-time,and the proposed hybrid learning algorithm has better efficiency and accuracy.展开更多
Interpreting activity is considered a high-anxiety activity due to its immediacy, multitasking, complexity of cognitive processing, and uncertainty of cognitive processing. Research has shown that interpreting anxiety...Interpreting activity is considered a high-anxiety activity due to its immediacy, multitasking, complexity of cognitive processing, and uncertainty of cognitive processing. Research has shown that interpreting anxiety, as the biggest emotional obstacle in the interpreting process, is the main emotional factor that leads to individual differences in interpreting. Students often claim to have fear or anxiety behaviors in interpreting exams, interpreting competitions, and interpreting classes. However, the research on interpreting teaching attaches importance to the cultivation of language knowledge, cultural knowledge, and interpreting skills, and does not pay enough attention to emotional factors such as motivation and anxiety in interpreting learning, which makes it difficult for the cultivated interpreters to meet the requirements of professional practice. In recent years, virtual reality technology (VR) has been gradually applied in the field of foreign language and interpreting teaching for creating a real, interactive and experiential language learning environment. Situated Learning Theory stresses that the fundamental mechanism for learning to take place is for individuals to participate in the real context in which knowledge is generated, and to realize the construction of knowledge through the interaction with the community of practice and the environment. Virtual reality technology can satisfy the needs of language learners for real contexts by providing learners with immersive, imaginative and interactive scenario simulations, and has a certain positive effect on alleviating learning anxiety. Therefore, relying on the virtual simulation course “United Nations Kubuqi International Desert Ecological Science and Technology Innovation International Volunteer Language Service Practical Training System”, this paper adopts a combination of quantitative and qualitative analyses to investigate the interpretation anxiety level of the interpreter trainees and the factors affecting them in the VR situation to help them discover effective responses to interpreter anxiety.展开更多
Situated learning method in western educational culture holds that effective education requires learning that is embedded in authentic contexts of practice,wherein students engage in increasingly more complex tasks wi...Situated learning method in western educational culture holds that effective education requires learning that is embedded in authentic contexts of practice,wherein students engage in increasingly more complex tasks within social communities.One of the Chinese situated learing methods,hich had been proposed and practiced by Li has high similarities with counterpartners on knowledge acquisition.In this essay,the researcher compared the situated learning method in west and its development in China based on Li’s exploration,contrasting participatory and acquisitive learning models as they apply in classroom settings.The dialogue indicates that no matter in west and in Chinese classroom,situated learning is one of effective methods.This study emphysizes the fact that teacher acts as a provider,facilitator,and mediator of knowledge;students are able to learn from that knowledge and practice it in group activities.In turn,students arrive at a new level of knowledge and understanding based on their experience as a real practitioner in the group or community.The different norms and values attached to participation and acquisition complement one another,and either one alone would be insufficient.The researcher then assess Chinese literacy education in Li’s situated learning methods.It suggests that a blend of participatory and acquisitive learning models may be the most effective approach to classroom instruction.展开更多
基金This work was supported by Natural Science Foundation of Hainan Province:Research on the Cognitive and Emotional Processing Mechanism of Moral Judgment(Project No.719MS056).
文摘Objective:To study the influence of cognition and emotion on moral judgment of college students under the circumstance of whether the cognitive resources are occupied and whether the emotion is induced.Methods:This experiment uses a multi-factor mixed experiment method to divide experiments and groups.Experiment 1 uses a two-factor mixed experimental design of 2(cognitive resource occupancy group,cognitive resource non-occupied group)×3(difficult situation type).Experiment 2 uses a two-factor mixed experimental design of 2(emotion induction group,emotion induction and cognitive resource occupation group)×3(three types of dilemma situation types)is adopted.The dependent variable of this experiment(including Experiment 1 and Experiment 2)is the judgment response time and the judgment result is“Yes”(F)or“No”(J).Results:(1)The reaction time of the cognitive resource occupancy group was significantly higher than that of the cognitive resource non-occupied group,and the cognitive resource occupancy group in the three types of dilemma situations of high personal involvement,low personal involvement,and non-personal participation.There is no significant difference between the results of moral judgments and the cognitive resource non-occupied group.(2)In the three dilemmas of high personal involvement,low personal involvement,and non-personal participation,the emotion-induced group and the emotion-induced and cognitive resource occupation group have no significant differences in reaction time and moral judgment results.(3)In the three dilemmas of high personal involvement,low personal involvement,and non-personal participation,the reaction time difference between the cognitive resource occupation group and the emotionally induced and cognitive resource occupation is not significant,while in the dilemma of low personal involvement,the number of people in the cognitive resource occupation group whose moral judgment is“Yes”was significantly higher than that in the emotionally induced and cognitive resource occupation group.(4)In the three dilemmas of high personal involvement,low personal involvement,and non-personal participation,the reaction time of the emotionally induced group was significantly higher than that of the cognitive resource non-occupied group,and the moral judgment results of the two groups were both found no significant difference.Conclusion:When the occupation of cognitive resources and the induction of emotions will significantly affect the response of individual moral judgments,different types of dilemmas will significantly affect the results of individual moral judgments.
基金supported by the National Natural Science Foundation of China(61305133)the Aeronautical Science Foundation of China grant number 2020Z023053002.
文摘The status of an operator’s situation awareness is one of the critical factors that influence the quality of the missions.Thus the measurement method of the situation awareness status is an important topic to research.So far,there are lots of methods designed for the measurement of situation awareness status,but there is no model that can measure it accurately in real-time,so this work is conducted to deal with such a gap.Firstly,collect the relevant physiological data of operators while they are performing a specific mission,simultaneously,measure their status of situation awareness by using the situation awareness global assessment technique(SAGAT),which is known for accuracy but cannot be used in real-time.And then,after the preprocessing of the raw data,use the physiological data as features,the SAGAT’s results as a label to train a fuzzy cognitive map(FCM),which is an explainable and powerful intelligent model.Also,a hybrid learning algorithm of particle swarm optimization(PSO)and gradient descent is proposed for the FCM training.The final results show that the learned FCM can assess the status of situation awareness accurately in real-time,and the proposed hybrid learning algorithm has better efficiency and accuracy.
文摘Interpreting activity is considered a high-anxiety activity due to its immediacy, multitasking, complexity of cognitive processing, and uncertainty of cognitive processing. Research has shown that interpreting anxiety, as the biggest emotional obstacle in the interpreting process, is the main emotional factor that leads to individual differences in interpreting. Students often claim to have fear or anxiety behaviors in interpreting exams, interpreting competitions, and interpreting classes. However, the research on interpreting teaching attaches importance to the cultivation of language knowledge, cultural knowledge, and interpreting skills, and does not pay enough attention to emotional factors such as motivation and anxiety in interpreting learning, which makes it difficult for the cultivated interpreters to meet the requirements of professional practice. In recent years, virtual reality technology (VR) has been gradually applied in the field of foreign language and interpreting teaching for creating a real, interactive and experiential language learning environment. Situated Learning Theory stresses that the fundamental mechanism for learning to take place is for individuals to participate in the real context in which knowledge is generated, and to realize the construction of knowledge through the interaction with the community of practice and the environment. Virtual reality technology can satisfy the needs of language learners for real contexts by providing learners with immersive, imaginative and interactive scenario simulations, and has a certain positive effect on alleviating learning anxiety. Therefore, relying on the virtual simulation course “United Nations Kubuqi International Desert Ecological Science and Technology Innovation International Volunteer Language Service Practical Training System”, this paper adopts a combination of quantitative and qualitative analyses to investigate the interpretation anxiety level of the interpreter trainees and the factors affecting them in the VR situation to help them discover effective responses to interpreter anxiety.
基金supports by the National Plan for Educational Science,Research on the Construction of international Communication Mode of Chinese basic Education Teaching methods[Grant Numbers BHA220122].
文摘Situated learning method in western educational culture holds that effective education requires learning that is embedded in authentic contexts of practice,wherein students engage in increasingly more complex tasks within social communities.One of the Chinese situated learing methods,hich had been proposed and practiced by Li has high similarities with counterpartners on knowledge acquisition.In this essay,the researcher compared the situated learning method in west and its development in China based on Li’s exploration,contrasting participatory and acquisitive learning models as they apply in classroom settings.The dialogue indicates that no matter in west and in Chinese classroom,situated learning is one of effective methods.This study emphysizes the fact that teacher acts as a provider,facilitator,and mediator of knowledge;students are able to learn from that knowledge and practice it in group activities.In turn,students arrive at a new level of knowledge and understanding based on their experience as a real practitioner in the group or community.The different norms and values attached to participation and acquisition complement one another,and either one alone would be insufficient.The researcher then assess Chinese literacy education in Li’s situated learning methods.It suggests that a blend of participatory and acquisitive learning models may be the most effective approach to classroom instruction.
