Interfacial precipitation of the M5B3-type boride in Ni-based superalloys

Microstructural characteristics of an experimental Ni-based superalloy with boron addition subjected to a long-term ageing treatment were systematically investigated by various kinds of transmission electron microscopy technique. Based on detailed electron diffraction analyses, we found that there are many nanosized M₅B₃ precipitates in our long-term ageing alloys, which keeps a good orientation relationship with the γ/γ′ matrix. Furthermore, the precipitation characteristics of M₅B₃ phase were clarified. It is found that the M₅B₃-type boride prefers to precipitate at the γ/γ′ interfaces and low-angle grain boundaries. These interfacial nanosized precipitates can play the role of pinning effect and are expected to be advantageous for postponing the γ′ rafting and low-angle grain boundary migration to some extent at high temperature.     

Effects of Material Emotional Valence on the Time Course of Massive Repetition Priming

Learning through repetition is a fundamental form and also an effective method of language learning critical for achieving proficient and automatic language use. Massive repetition priming as a common research paradigm taps into the dynamic processes involved in repetition learning. Research with this paradigm has so far used only emotionally neutral materials and ignored emotional factors, which seems inappropriate given the well-documented impact of emotion on cognitive processing. The present study used massive repetition priming to investigate whether the emotional valence of learning materials affects implicit language learning. Participants read a list of Chinese words and made speeded perceptual judgments about the spatial configuration of the two characters in a word. Each word was repeated 15 times in the whole learning session. There were three types of words, negative, positive, or neutral in their emotional valence, presented in separate blocks. Although similar levels of asymptotic performance were reached for different valence conditions showing comparable total effects of learning, learning of the positive words was found to be associated with fewer plateaus of shorter durations and to reach saturation earlier, compared with neutral and negative words. The results showed for the first time that the emotional valence of learning materials has significant effects on the time course of learning so that positive materials are learned faster and more efficiently, relative to negative and neutral materials. The study indicates the importance to explicitly consider the role of emotional factors in implicit language learning research.     

Sex–related self–concepts, cognitive styles and cultural values of traditionality–modernity as predictors of general and domain–specific sexism

Previous studies have determined that masculinity, femininity, need for closure and authoritarianism are significant predictors of sexism. The present study attempted to integrate these variables in order to better understand the nature of general ambivalent sexism and workplace–specific sexism in Singapore. Chinese traditionality and Chinese modernity were specifically examined as potential predictors of sexism. Robust results from hierarchical regressions indicated that these indigenous cultural variables were highly important in predicting general and workplace–specific sexism. Although masculinity and need for closure were unrelated to sexism, participant sex, femininity and authoritarianism significantly predicted sexist attitudes towards women. Most important, Chinese values were found to add significant incremental validity in predicting sexist attitudes beyond what was accounted by the aforementioned predictors. Chinese traditionality significantly predicted sexist attitudes towards women, but Chinese modernity was unrelated to sexism. Implications of these findings were discussed.     

Closing the Vocabulary Gap?: A Review of Research on Early Childhood Vocabulary Practices

Our qualitative literature review of 31 published studies found that (a) three major approaches are used in early childhood classrooms to support children's vocabulary learning—exposing children to advanced words, providing direct word-meaning instruction, and employing mixed-method interventions; (b) these practices support children's learning of targeted vocabulary words and/or general vocabulary knowledge gains, but various methods have differential impacts on children's depth of word knowledge; and (c) theme-based multimethod interventions are the most likely approach to close the gap. Based on these findings, we suggest future research directions and discuss implications for classroom practice.     

The interreligious dimension of reasoning about God's existence

International Journal for Philosophy of Religion -