北京外国语大学

During crises such as pandemics, consumers often engage in panic buying, hoarding more products than they need. Such behavior can disrupt supply chains and lead to substantial social resource losses. Yet identifying effective interventions to alleviate panic buying remains challenging. In this paper, we examine the impact of providing resale opportunities on consumers’ panic buying behavior. Across six experiments, we show that resale opportunities reduce consumer demand for essential goods by lowering perceived scarcity and increasing social consideration. While addressing either mechanism alone can partially mitigate panic buying, addressing both simultaneously produces stronger effects. These findings highlight the joint role of perceived scarcity and social consideration in driving panic buying and offer important implications for retailers and policymakers.

Situated in Chinese-and-English-medium higher education, this intrinsic case study rethinks prevailing standards for successful Language Socialization (LS) by examining misrecognized success. In such cases, learners' visible competence and smooth participation are taken as evidence of successful integration, even as they remain internally distant and superficially engaged. To capture this process in institutional contexts, the study follows a bilingual Canadian undergraduate during a six-month exchange at a university in China and uses thematically analyzed qualitative data to trace socialization across academic and peer interactional contexts. Findings show that, despite fluent Chinese and confident public performance, the participant's engagement with the local community often remained limited. He avoided clarification, relied on contextual inference, and used digital tools to manage interactional demands. These practices were not rooted in linguistic deficiency but shaped by social-cognitive mechanisms aimed at preserving self-image and minimizing discomfort. To illustrate this pattern, the study introduces the transparent shell metaphor to show how visible participation can coexist with constrained internal socialization. The study problematizes behaviorally oriented LS standards that equate fluency with adaptation and highlights pedagogical needs for emotional safety, reflective dialogue, and low-risk opportunities for clarification in bilingual and international classrooms.

The current study represents the first attempt to investigate n-2 language repetition costs in sentence comprehension, adopting event-related potentials (ERPs) to examine the neural mechanisms underlying intra-sentential multiple code-switching among Chinese-English-Japanese trilinguals. Specifically, the study explores the impact of language sequence (ABA, CBA) and language proficiency (L1, L2, L3) on intra-sentential multiple code-switching processing. The study finds that Chinese-English-Japanese trilinguals experience n-2 language repetition costs when processing intra-sentential multiple code-switching, as evidenced by significant ERP component changes. Furthermore, the results show that differences in neural mechanisms arise based on language sequences, with CBA sequences eliciting larger P200 and ABA sequences producing more negative N400 effects, indicating the influence of language sequence on comprehension. Language proficiency modulated these effects, with L2 and L3 stimuli eliciting larger P200 and Late Positive Component (LPC) amplitudes compared to L1, suggesting that less proficient languages demand higher cognitive load during comprehension. This study provides evidence that n-2 language repetition costs are involved in intra-sentential code-switching processing, with both language sequence and language proficiency modulating the cognitive demands of code-switching.

Teacher socialisation becomes a critical site of professional learning in China's educational contexts, marked by rigid accountability and rooted institutional norms. This study explores how first-year EFL teachers in China navigate the tensions between personal perspectives and institutional norms, drawing on the concept of strategic conformity. A qualitative study design was adopted, with three first-year EFL teachers in China involved as participants. Data were collected through individual interviews and triangulated with participants' social media posts and personal logs. Findings reveal that participants manifested strategic conformity as learning during first-year socialisation. Rather than complying uniformly, they selectively integrated school norms to ease tensions, while agentically resisting practices incompatible with their pedagogical values. This dialectical process highlights socialisation not as passive assimilation, but as dynamic negotiation, where strategic conformity serves as an agentic means for novice teachers to navigate conflicting and challenging landscapes and mediate their professional growth.