Event-based prospective memory refers to remembering to execute planned actions in response to a target ProM cues. Encoding modality influences ProM performance; visual encoding has been studied more than auditory encoding. Further, it has not yet been examined whether different encoding may influence ProM performance in different encoding modalities. This study examines the effects of encoding modality, cue-encoding specificity, and encoding modes on event-based ProM tasks. In Experiment 1, cue specificity and encoding modality were manipulated as a within-groups encoding of (...) visual cues is more commonly and between-groups variable. Results revealed the facilitative effect of cue specificity on ProM performance. Also, with respect to encoding modality, participants showed better performance when receiving auditory instructions compared with the visual encoding condition. In Experiment 2, as in Experiment 1, cue specificity and encoding modality were manipulated. Encoding mode was added as a new between-group variable. Result revealed that there was a significant interaction between encoding modality and encoding modes. Visual implementation intention encoding was a more effective method for improving ProM performance compared with visual standard encoding. Furthermore, there was a significant interaction between cue-encoding specificity and encoding modes. Implementation intention encoding enhances ProM performance in non-specific cue-encoding conditions. Overall, the present study found that auditory encoding modality showed superior ProM performance compared with visual encoding, although implementation intention had facilitative on ProM performance regardless of the encoding modalities, and there was better ProM performance under specific encoding compared with non-specific encoding, and implementation intention had a facilitative effect on ProM performance in the non-specific condition. (shrink)

ObjectiveTo confirm the effects of a transtheoretical model based on multidimensional life management on healthy behavior in patients with polycystic ovary syndrome.MethodsIn total, eighty eligible patients were recruited from March 2021 to June 2021 and randomly assigned to either the intervention or control groups. Outcome measures include health-promoting behavior, self-efficacy, anthropometrics, and the number of unplanned outpatient admissions. Data were collected at baseline, 3, and 6 months after the intervention. The chi-square test, rank-sum test, t-test, and repeated measurement analysis of (...) variance were used to analyze the data.ResultsIn total, sixty-six participants completed the study: 35 participants in the intervention group and 31 participants in the control group. After 6 months of intervention, the healthy behavior level of patients with PCOS increased from moderate [health-promoting lifestyle profile -II score of 105.37 ± 12.57] to good in the intervention group; and there was no change observed in the control group. In addition, the total self-efficacy score, PCOS-related unplanned outpatient admissions, waist circumference, and body mass index were found to have a significant difference in the intervention group at 6 months. Meanwhile, repeated measures analysis of variance showed a significantly greater improvement in health-promoting behavior and self-efficacy over time in the intervention group than in the control group.ConclusionThe transtheoretical model based on multidimensional life management positively affected healthy behavior, self-efficacy, the number of unplanned outpatient admissions, and anthropometrics in patients with PCOS.Clinical Trial Registrationwww.chictr.org.cn, ChiCTR2000034572. (shrink)

本书循着时间概念的线索对马克思的重要文本进行了解读.作者认为,马克思在不同时期对时间概念的理解水平显示出其哲学思想发展的不同阶段.在对资本主义社会的出色分析中,他既揭示出时间之主体性的存在,也揭示出时 间之客体维度的存在.通过辩证的分析,马克思揭示了资本对劳动时间的剥夺以及它吊诡的文明与野蛮的特征,指明了产生时间异化的基础是资本主义生产方式.

Foreign Language Enjoyment, as the most prevalent positive emotion predicting L2 learners' academic performance and well-being, and a critical factor contributing to the creation of positive micro-institutions, has received remarkable scholarly attention across the globe in the past eight years. Despite the fact that FLE is the most extensively investigated positive emotion and extant research has yielded rich and invaluable findings, it is far from being adequately studied, leaving vast lacunas to be explored. Therefore, this conceptual review article is written (...) to familiarize language education researchers, practitioners, instructors, and learners with the current status of FLE research and its potential applications in L2 education, and suggest potential avenues for future research. To this aim, by making a diachronical and synchronical delineation of extant literature with regard to the conceptualization and theorization of FLE, and the methodology of FLE research, we argue that it is incumbent on researchers to make a new line of enquiry into the actualization of the ascertained affordances of FLE and its transmission in the microsystem of the classroom. Subsequently, by drawing on the broaden-and-build theory and the control-value theory, we highlight the significance of conducting FLE research with theoretical triangulation and methodological diversity to validate the data and minimum bias. Next, while highlighting the critical role of FLE in L2 education, we suggest some pedagogical implications with the hope of enlightening the practice of key stakeholders such as instructors, teacher educators, and teacher recruiters. In the end, the limitations of existing literature are explicated, and avenues for future studies on FLE in L2 education domain are put forward for interested researchers. (shrink)