The present study aimed to examine the neural mechanisms underlying the ability to process the mental rotation with mirrored stimuli for different depressive tendencies with psychomotor retardation. Using functional near-infrared spectroscopy, we measured brain cortex activation of participants with higher and lower depressive tendencies while performing a left-right paradigm of object mental rotation or a same-different paradigm of subject mental rotation. Behavioral data revealed no differences in reaction time and rotation speed. The fNIRS data revealed a higher deactivation of oxyhemoglobin (...) change for the higher depression group in the perceptual stage of object mental rotation with mirrored stimuli in the superior external frontal cortex, inferior frontal gyrus, premotor cortex, and primary motor cortex. In addition, there existed a significant difference between the two groups in premotor cortex in subject mental rotation with mirrored stimuli. These results suggest that the neural mechanism of higher depression individuals connected with psychomotor retardation exists in the frontal and motor areas when processing object mental rotation with mirrored stimuli, and the motor cortex when processing subject mental rotation. (shrink)

This work is devoted to studying the stochastic stabilization of a class of neutral-type complex-valued neural networks with partly unknown Markov jump. Firstly, in order to reduce the conservation of our stability conditions, two integral inequalities are generalized to the complex-valued domain. Secondly, a state-feedback controller is designed to investigate the stability of the neutral-type CVNNs with H ∞ performance, making the stability problem a further extension, and then, the stabilization of the CVNNs with H ∞ performance is investigated through (...) a sampling-based event-triggered control for the first time that the transmission event is not triggered except when it violates the event-triggered condition. Finally, two examples are given to illustrate the validity and correctness of our obtained theorems. (shrink)

In the context of the current uncertain, complex, and interdependent work systems, teams have become organizations’ substantial working unit, which in turn challenges the traditional view of employee performance and ultimately results in the emergence of team member work role performance. Employee team-oriented work role behaviors with proficiency, adaptivity, and proactivity, which are integrated by the new construct, are so crucial to team effectiveness that many organizations keenly expect to achieve team member work role performance through implementing a dispersed pay-for-performance (...) plan within a team. This study seeks to address the organizational practitioners’ main concern that whether pay dispersion among team members could actually help realize team member work role performance and further examines why and when an employee could respond to HPD within a team by engaging in team member work role behaviors from the perspective of the performance-shaping basis and team member’s workplace benign envy. Drawing on emotion-related theory, social comparison theory, legitimacy theory, expectation theory, and relative deprivation theory, it proposes that performance-based HPD could not only positively impact team member work role performance via workplace benign envy but also exert a direct-positive effect. Moreover, the activating effect of performance-based HPD on workplace benign envy and the mediating role are much stronger when a team member’s pay position is higher. The multi-source data including objective information and subjective perception among 362 ordinary employees within 66 Chinese organizational teams primarily supported the moderated mediation model. Yet, the direct-positive effect was not established. (shrink)

This study investigates the influences of action research on primary school English instruction from five dimensions in the classroom, viz., types of questions, language errors, gestures, facial expressions, and interpersonal distance. Four English teachers’ 9 real classroom teaching videos before and after action research are collected and annotated by using ELAN software. The results show that primary school English teachers in Chinese rural areas prefer closed questions to open questions; They make some language errors; Deictic gestures are the most common (...) gestures used, while metaphoric gestures, beat gestures and iconic gestures are rare; Teachers have the same preference for three types of facial expressions, and teachers’ serious expressions accounts for most of the time; They seldom keep an intimate distance or personal distance from their students. Second, Action research is effective to motivate teachers in rural areas, who make great progress in all five dimensions after AR: more open questions are asked; pragmatic errors and grammatical errors are reduced; deictic gestures increase; apathetic decrease, and more intimate distance is exhibited in the interpersonal distance dimension. Third, teacher’s English teaching competence is partly transferrable to her future professional development, and this is also the long-lasting effect of AR. (shrink)