Eye-tracking evidence that happy faces impair verbal message comprehension: the case of health warnings in direct-to-consumer pharmaceutical television commercials

Risk warning or disclosure information in advertising is only effective in correcting consumers’ judgments if enough cognitive capacity is available to process that information. Hence, comprehension of verbal warnings in TV commercials may suffer if accompanied by positive visual elements. This research addresses this concern about cross-modality interference in the context of direct-to-consumer (DTC) pharmaceutical commercials in the United States by experimentally testing whether positive facial expressions reduce consumers’ understanding of the mandated health warning. A content analysis of a sample of DTC commercials reveals that positive facial expressions are more prevalent during the verbal warning act of the commercials than during the other acts. An eye-tracking experiment conducted with specially produced DTC commercials, which vary the valence of characters’ facial expressions during the health warning, provides evidence that happy faces reduce objective comprehension of the warning.     

Exploring expanding expertise: artificial intelligence as an existential threat and the role of prestigious commentators, 2014–2018

The post-2010 technological resurgence in artificial intelligence (AI) was followed by a series of public warnings by prestigious intellectuals, scientists, and entrepreneurs presenting AI as an existential threat. While their expertise in other fields is undeniable, their knowledge of AI remains questionable. With expert studies as a theoretical point of departure, the empirical data collected narrate the events which systematically shaped this view between 2014 and 2018. This chronology captures the interplay between such statements by ‘expanding experts’ in the press and traces their impact on governmental policy documents in the EU, UK, and US, while highlighting the overall absence of experts in these debates. The conclusions recommend the inclusion of AI experts in relevant policymaking schemes and the further exploration of the networks between such prestigious individuals, the purposes and origins of emerging future/risk studies institutions, and their impact on AI R&D in the long run via empirical means.     

Does hospitality diversity education make a difference in undergraduate students’ emotional intelligence

Soft skills are typically referred to as the attributes exhibited or contained by an individual that display his/her ability to interact with others. Two types of soft skills that are often discussed within the hospitality industry are diversity awareness and emotional intelligence. Diversity may be explained or defined as a state of unlikeness, the conditions of being different, and all things that make us different. Areas where differences may exist include race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political affiliation and emotional reaction. Emotional intelligence (EI) has been defined as the ability to perceive, understand, regulate, and harness emotions in the self and others. How one deals with emotion is one characteristic that varies from culture to culture. Research has shown that EI may be a contributing factor in a moment of truth being considered a failure or success. The purpose of this study was to examine if undergraduate student EI scores change after completing a diversity issues course. Students completed the Assessing Emotions Scale on the first class day. At the conclusion of the 15-week course covering approximately 20 diversity issues concepts students completed the same EI assessment. Paired sampled t-testing was conducted to determine whether mean differences existed when comparing post and pre-course scores. Results of this study suggest that certain components of EI are significantly changed after taking the diversity issues course.     

论幽默语言的模糊性

幽默语言是理解层面上的模糊语言，它同模糊语言学中所讨论的既有原型、又有边缘情况的模糊语言是不同的，其模糊性更多地体现在语境的模糊上，语义解释也强烈依赖语境的暗示。而模糊语言学中的模糊语言的产生来源于人类思维的模糊或事物本体的模糊，其实质是概念的不确定性，由词语的语义模糊体现，该模糊性是不能在语境中消除的。模糊语言在语义上的分类有助于人们更好地理解幽默语言。     

中小学教师职业压力的成因与自我调适

中小学教师承受的职业压力主要来自考试压力、新课改的挑战、工作强度大、角色冲突等几个方面。教师个体的自我调适是缓解压力的关键所在,教师只有合理认知并积极应对,才能变压力为动力,从而提升自身的职业幸福感。     

International Business Education

'Ibis paper addresses the question of whether lasting benefits can be gained from IB training in LDCs using foreign IB instructors, paniEularly from the point of view of the client group. While there are clearlv ~ersonal benefits for IB facultv going abmad to teach, the pay-off f6;the recipients may not be so dek. C&estions are raised about the fit between the pedagogical methods and personal style of the foreign instructor in relation to the needs, goals and expectatim of the client group. The need for continuity is emphasized. This avoids contradictions in training content, gaps in howledge and skills, and loss of progress. Continuity is essential if any sustainable benefit is to be achieved. Finally, the role of IE3 training in promoting improved national trade performance in global markets is addressed.     

湖北农业资源劣势的认识与对策

湖北省自然资源的种类丰富、储量大,素有"千湖之省,鱼米之乡"的美誉,然而,湖北省农业资源也存在诸多劣势与不足,除水土等自然资源外,湖北省的生产力、科技水平、农业基础设施等社会经济资源均存在着不足之处,本文系统、客观地分析了现阶段湖北省农业发展中社会、经济、自然资源的劣势,并提出了一系列变劣势为优势的措施.     

La oralidad y la escritura en el proceso de aprendizaje Aplicación del método aprende a escuchar,pensar y escribir

Research design is quasi-experimental, field, with four longitudinal assessments for two groups (one experimental and one control) of students with irregularity student. Intervention, learns listen-think-write (lltw) method. population, 488 students. With a sample conditioned (students with irregular registration) of 170 students from two university careers of accounting and administration, both manner, 24.3 years old. Material, Raven’s Progressive Matrices test and Learning strategies ACRA test. The impact obtained by the intervention (LLTW) was 23%, significant difference between follow-up evaluation 6 and 12 months. Regarding the improvement of learning skills in post-test measurement showed a general increase in average by 28%. Also it is necessary to say, the decline was failed subjects in the two groups evolving 12 months in control group was 3 to 4 and the experimental group was 1 to 2.     

论王国维“忧生情怀”产生的原因

根据王国维的人生轨迹和相关诗文论著，论述了王国维诗学建构的内在动力：“忧生”乃是一种对个体生命乃至整个现实人生的人本忧思，它是王国维学术活动、诗学建构的思辨基点。并分析了其忧生情怀形成的内、外因素及诗、文表征