This study compares the characteristics of the aesthetic experience of different cognitive styles in calligraphy style. The study used a cursive script and running script as experimental materials and the EyeLink 1000 Plus eye tracker to record eye movements while viewing calligraphy. The results showed that, in the overall analysis, there were differences in the field cognition style in total fixation counts, saccade amplitude, and saccade counts and differences in the calligraphic style in total fixation counts and saccade counts. Further local analysis found significant differences in the field cognitive style in mean pupil diameter, fixation counts, and regression in count, and that there were differences in fixation counts and regression in count in the calligraphic style, as well as interactions with the area of interest. The results indicate that the field cognitive style is characterized by different aesthetic experiences in calligraphy appreciation and that there are aesthetic preferences in calligraphy style.
Calligraphy is the most unique form of artistic expression in Chinese culture. However, most studies that used calligraphy as a research object only explored its artistic value from an artistic perspective. Thus, we know little about the information processing and influencing factors of calligraphic perception. Thus, we aimed to determine whether there are differences in attention distribution due to cognitive style in the process of calligraphic perception.The calligraphy of Lan Ting Ji Xu, which is known as the first running script in the history of Chinese calligraphy, was selected as the experimental material. The study used eye movement experiments to explore the differences in cognitive styles of attention distribution when perceiving calligraphy, through the analysis of eye movement data of participants.The results showed that field-independent participants had more fixation duration, number of fixations, and saccade angle when they perceived calligraphic works than those who were field-dependent. In other words, field-independent individuals spend more attention resources in the perceptual process. In addition, through data analysis, it was found that fixation duration, number of fixations, and saccade angle in the middle position of calligraphy are larger than the data on both sides of the calligraphy. In other words, when individuals perceive calligraphy, the content in the middle position can attract more attention resources than those on both sides.We found that individuals with different cognitive styles have differences in attention distribution in the process of perceiving calligraphy.
This study examined whether taking advice is influenced by regulatory fit and whether this effect is reduced or disappears within certain attribution conditions during vocational decision making. Experiment 1 created a vocational decision setting to compare differences in decision makers’ weight of advice (WOA) between ‘eager strategy’ and ‘vigilant strategy’ advice conditions. Results showed no significant main effect of regulatory orientation or advice strategy, but there was a significant interaction. The WOA value, with fit between regulatory focus and advice strategy, was higher than with a fit violation. Experiment 2 examined whether the regulatory fit effect is reduced or disappears within attribution conditions during vocational decision making. Results showed job seekers more easily take others’ advice under the fit condition, and a significant interaction existed between regulatory fit and attribution. Thus, attribution could reduce the influence of the regulatory fit effect. Implications for vocational consultants, job seekers, and advisors are also discussed.
Based upon previous literature about nonintellective factors and expert investigation,the nonintellective factors scale in primary and middle school students was developed.Tested on about 2014 primary and middle school students,the nonintellective factors of primary and middle school students have been consisted of seven dimensions by exploratory factor and confirmatory factor analysis: achievement motivation,cognitive interest,learning passion, learning responsibility,learning willpower,success-intention and self-efficacy.The scal has better reliability and validity.
To understand the effect of nostalgia on life satisfaction of the elderly under different levels of neuroticism. Through the neuroticism dimension of EPQ questionnaire, Nostalgia for the Elderly questionnaire and Life Satisfaction Scale LSIZ, the elderly over 55 years old from Shanxi Province and Gansu Province were investigated. The results showed: 1) Positive nostalgia significantly positively predicts life satisfaction, negative nostalgia significantly negatively predicts life satisfaction, neuroticism also significantly negatively predicts life satisfaction; 2) Neuroticism can significantly moderate the relationship between positive nostalgia and life satisfaction.However, the moderating effect of neuroticism was not significant in the relationship between negative nostalgia and life satisfaction.
A social scene plays a crucial part in the real physical world that people live in.In social scene perception studies, recognition of actions and associated intentions can be influenced not only by the background information of the scene, but can also be related to the object of an action.Therefore, researchers could follow the relationships between the background and an object, or among various objects for analyzing the mechanism of action recognition.However, to detect and recognize an action and its associated intention, researchers could also employ semantics restriction and physical baffle of scene, and incorporate the principle of rational action for studying the biological signs following an action.In the field of machine vision, new research is emerging on models of computer recognition that are based on human-object interaction.In the future, researchers can consider the development of action and intention identification capacity, and can study the differences among individuals of various cultures for improving the studies conducted in this field of research.
The prevalence of learning anxiety among Chinese migrant middle school students is a notable concern in academia. There is a wealth of research on the effects of internal and external locus of control on learning anxiety, but there is still a lack of research on unknown locus of control. To grasp the situation of migrant middle school students in terms of learning anxiety, to understand the relationship between migrant middle school students' unknown locus of control and learning anxiety, this study surveyed 351 migrant middle school students, using Mental Health Test, Multidimensional Measure of Children's Perceptions of Control, Middle School Students Learning Motivation Scale to do the questionnaire survey. The data analysis conducted through SPSS software revealed the following findings: (1) There is a positive prediction of learning anxiety from an unknown locus of control (β = 0.139, p < 0.05). (2) Unknown locus of control indirectly influences learning anxiety through both learning goal distress and excessive learning motivation. Learning goal distress and excessive learning motivation partially mediate the relationship between unknown locus of control and learning anxiety. The total magnitude of the indirect effects is 0.15 (p<0.05). The effect is significant, but the size of the effect is small and the issue of generalizability should be considered. The research findings suggest that the unknown locus of control indirectly affects learning anxiety through difficulties with learning goals and excessive learning motivation. It is suggested that increasing opportunities for students to make independent choices and to develop their sense of self-control in daily lessons; guiding students to set appropriate learning goals, avoiding too high or too low, emphasizing refinement of goals and the combination of long-term and short-term goals.
In order to explore the relationship between learners' learning intention and learning behavior in online course learning, and the moderating effect of teacher guidance on the relationship between learning intention and learning behavior, this study analyzed the online course learning in five schools, and found that: (1) Learners ' online learning intention positively predicts learning behavior at the initial stage of the course and negatively predicts learning behavior at the end stage of the course. (2) Teacher guidance plays a significant moderating role between learning intention and learning behavior at the beginning and end of the course. In the learning of online course, for learners with strong willingness to learn, teacher guidance is conducive to strengthening learners' initial learning behavior; for learners with poor learning willingness, the learning behavior of learners can be improved through the adjustment of teacher guidance in the end of the course. This shows that online course learning requires learners to have higher learning willingness and more autonomous learning ability.
I investigated 484 migrant workers’ bicultural identity integration, social support, and social maladjustment, to shed light on the cultural conflict they experience and determine whether this differs between men and women. Results revealed that men had significantly higher levels of social support than women did, and women had significantly higher levels of social maladjustment than men did; however, there were no significant gender differences in bicultural identity integration. Furthermore, cultural conflict and social maladjustment were negatively predicted by social support, whereas cultural conflict mediated the effect of social support on social maladjustment. My findings suggest that positive social support for migrant workers could enhance their bicultural identity integration, promote more effective social adaptation, and help eliminate gender differences in social maladjustment.
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