U.K. consumers' perceived risk of buying products from emerging economies: A moderated mediation model

Although considerable research has been conducted on consumer attitude towards foreign products, most of these studies focus on the attitude of products from Western developed countries. Our study intends to investigate the effects of consumers' national identification and culture sensitivity on their perceived risk of buying products from Eastern developing countries. Especially, this study advances the literature by identifying the mediation effect of consumer ethnocentrism and the moderating effect of consumer value consciousness. Taking China and India as focal emerging economies, the consumer survey (n = 308) in the United Kingdom produced the following results. First, U.K. consumers' national identification is positively related to their perceived risk of buying Eastern products through consumer ethnocentrism, whereas their cultural sensitivity has a negative relationship. Second, the effect of consumer ethnocentrism on the perceived risk of buying Eastern products is moderated by consumer value consciousness. Third, value consciousness also attenuates the indirect relationships between national identification or cultural sensitivity and perceived risk via consumer ethnocentrism.     

Looking for Renaissance People: Examining Domain Specificity-Generality of Creativity Using Item Response Theory Models

Creativity is increasingly identified as a key educational outcome at the local, regional, and national levels in several countries. Yet one key issue about the nature of creativity remains controversial: Whether creativity is domain specific or domain general. Resolving this issue would significantly impact the way creativity is identified, nurtured, and assessed in our schools. Three-hundred and fifty-nine undergraduate and graduate students completed measures that assessed their creative achievements in 6 distinct domains. Results based on item response theory models suggested that creativity was domain general, rather than domain specific, and part of the evidence provided by the classical test theory models seemed to favor the domain-specific view. These findings have great implications for researchers and practitioners who aim to assess and promote creativity in schools.     

The Role of Ethnic Socialization,Ethnic Identity and Self-Esteem: Implications for Bi-ethnic Adolescents’ School Adjustment

Bi-ethnic adolescents of marriage migrant mothers in Korea are often encouraged to be “pure” Koreans for their adjustments and not given the opportunities to explore their ethnic identity or to learn about their mother’s culture of origin. Existing studies conducted with mono-ethnic minorities in other countries, however, do not support this belief. We tested a conceptual model on the role of ethnic socialization, ethnic identity and self-esteem on school adjustment among bi-ethnic adolescents in Korea based on social identity theory and theoretical models of ethnic socialization and ethnic identity. We used data from 2015 National Survey of Multicultural Families. The study sample consisted of 296 adolescents aged 9–18 who were born between Korean fathers and Vietnamese marriage migrant mothers. We used structural equation modeling to specifically examine the association between ethnic socialization in terms of parents’ linguistic socialization and adolescents’ school adjustment mediated by ethnic identity in the form of ethnic regard and self-esteem among bi-ethnic adolescents. The results verified the hypothesized model, showing positive relationships between linguistic socialization and ethnic regard, ethnic regard and self-esteem, self-esteem and school adjustment, and ethnic regard and school adjustment. Additionally, the results of bootstrapping test showed that the indirect effect of linguistic socialization on self-esteem through ethnic regard was significant. The indirect effect of ethnic regard on school adjustment through self-esteem was significant and the indirect effect of linguistic socialization on school adjustment via ethnic regard and self-esteem was also significant. These results shed light on the important role of ethnic identity fostered at home among bi-ethnic adolescents of marriage migrant mothers in Korea.     

Sequence effects of the involuntary and the voluntary components of symbolic cueing

The orienting of attention has been found to be influenced by the previous cueing status in a spatial-cueing paradigm. The explanation for this sequence effect remains uncertain. This study separated the involuntary and the voluntary components of arrow cueing by manipulating the predicted target locations. For example, a left arrow cue may have indicated that the target was more likely to appear at the up location. Therefore, three trial types were repeated or switched between trials: cued (targets appeared along the direction of the arrows), predicted (targets appeared at the locations predicted by the arrows), and unrelated (targets appeared at the other two locations, neither cued nor predicted). RTs of cued trials were found to be significantly facilitated after a previous cued trial; however, the same effect was not observed for predicted trials. The results suggest that significant sequence effects are induced only in the involuntary component of arrow cueing. The findings support the feature-integration hypothesis for the sequence effect of symbolic cueing.

     

The learning benefits of teaching: A retrieval practice hypothesis

Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. Here, we show that the learning‐by‐teaching benefit is possibly a retrieval benefit. Learners (a) solved arithmetic problems (i.e., they neither taught nor retrieved; control group), (b) taught without relying on teaching notes (i.e., they had to retrieve the materials while teaching; teaching group), (c) taught with teaching notes (i.e., they did not retrieve the materials while teaching; teaching without retrieval practice [TnRP] group), or (d) retrieved (i.e., they did not teach but only practised retrieving; retrieval practice group). In a final comprehension test 1 week later, learners in the teaching group, as did those in the retrieval practice group, outperformed learners in the TnRP and control groups. Retrieval practice possibly causes the learning benefits of teaching.     

父母心理控制与对立违抗障碍儿童抑郁和攻击行为的关系:父子依恋和母子依恋的中介效应

采用父母心理控制、亲子依恋、抑郁量表对从北京市、山东省和云南省14所小学筛选出来的246名对立违抗障碍(Oppositional Defiant Disorder,ODD)儿童进行施测,并由被试的班主任填写儿童攻击行为量表,考察父、母心理控制对ODD儿童抑郁和攻击行为的影响,以及父子依恋和母子依恋在其中的中介作用。结果发现:(1)ODD儿童中男生人数更多,且男孩的抑郁和攻击行为更严重;(2)父亲对男孩的心理控制更强,而母亲在对男孩和女孩的心理控制上没有显著差异;(3)父、母心理控制与ODD儿童的父子依恋、母子依恋和抑郁均呈显著相关,但只有父亲心理控制与ODD儿童的攻击行为显著相关;(4)父子依恋在父母心理控制和ODD儿童抑郁之间没有起到显著的中介作用,母子依恋在母亲心理控制和ODD儿童抑郁之间有显著的中介作用。父子依恋和母子依恋在父、母心理控制和ODD儿童攻击行为之间均没有起到显著的中介作用。     

Visual attention shift to printed words during spoken word recognition in Chinese: The role of phonological information

The aim of this study was to investigate the extent to which phonological information mediates the visual attention shift to printed Chinese words in spoken word recognition by using an eye-movement technique with a printed-word paradigm. In this paradigm, participants are visually presented with four printed words on a computer screen, which include a target word, a phonological competitor, and two distractors. Participants are then required to select the target word using a computer mouse, and the eye movements are recorded. In Experiment 1, phonological information was manipulated at the full-phonological overlap; in Experiment 2, phonological information at the partial-phonological overlap was manipulated; and in Experiment 3, the phonological competitors were manipulated to share either fulloverlap or partial-overlap with targets directly. Results of the three experiments showed that the phonological competitor effects were observed at both the full-phonological overlap and partial-phonological overlap conditions. That is, phonological competitors attracted more fixations than distractors, which suggested that phonological information mediates the visual attention shift during spoken word recognition. More importantly, we found that the mediating role of phonological information varies as a function of the phonological similarity between target words and phonological competitors.     

Ternary eutectic growth during directional solidification of Ag–Cu–Sb alloy

The directional solidification process of ternary Ag_42.4Cu_21.6Sb₃₆ eutectic alloy within a wide growth rate range from 2 to 60 μm/s was accomplished at a constant temperature gradient of 50 K/cm. As growth rate increases, the ternary (θ(Cu₂Sb) + ε(Ag₃Sb) + Sb) eutectic morphology evolves from “lamellar (θ + ε) plus fibrous (Sb)” structure into “(θ + Sb) fibres in continuous ε matrix” structure. The θ and (Sb) phase spacings decrease with the increase of growth rate according to power functions with exponent values of 0.55 and 0.56, respectively. It is also found that the microhardness of directionally solidified Ag_42.4Cu_21.6Sb₃₆ alloy samples is enhanced with the increase of growth rate, and the decrease of θ and (Sb) phase spacings.