INTRODUCTION:Child growth is a critical indicator of population health and human development. In many low- and middle-income countries, children continue to experience growth faltering due to socioeconomic inequalities and environmental constraints. This study examines the socioeconomic and environmental determinants of child growth outcomes in Pakistan using nationally representative data from the Pakistan Demographic and Health Survey 2017-2018. METHODS:A quantitative cross-sectional analysis was conducted on children aged 0-59 months with available anthropometric measurements. Child growth was assessed using height-for-age (stunting), weight-for-age (underweight), and weight-for-height (wasting) indicators based on standards of the World Health Organization. Descriptive statistics and multivariate logistic regression models were applied to identify significant determinants of growth outcomes. RESULTS:The results indicate that approximately 37%-40% of children in Pakistan suffer from stunting, while about 23% are underweight and 8% experience wasting. Household wealth, maternal education, sanitation facilities, and access to safe drinking water significantly influence child growth outcomes. Children from poorer households and those whose mothers have no formal education are more likely to experience growth deficiencies. Environmental conditions such as unimproved sanitation and lack of safe water also increase the likelihood of undernutrition. CONCLUSION:The findings highlight the importance of addressing socioeconomic inequalities and environmental health conditions to improve child growth outcomes in Pakistan. Policy interventions aimed at poverty reduction, maternal education, and improved water and sanitation infrastructure may significantly contribute to better child health and development.

INTRODUCTION:Fertility and child mortality remain critical public health and development concerns in Pakistan, reflecting deep-rooted socioeconomic disparities at the household level. This narrative review synthesizes empirical evidence on patterns of child fertility and mortality and examines the socioeconomic, demographic, and contextual factors shaping these outcomes in Pakistan. METHODS:A design to synthesize empirical evidence on the following established narrative review guidelines, peer-reviewed studies published over the past two decades were identified through major academic databases, including those focusing on fertility behavior, child survival, and household-level determinants. FINDING:Gender norms, son preference, and women's autonomy also emerge as significant contributors influencing reproductive decision-making and child health outcomes. Furthermore, regional inequalities and limited utilization of maternal and child healthcare services exacerbate risks among socioeconomically disadvantaged households. The findings underscore the interconnected nature of fertility behavior and child survival within broader structural and sociocultural contexts. The reviewed literature consistently demonstrates that child mortality and child fertility rates are strongly associated with household socioeconomic conditions, particularly parental education, household wealth status, maternal employment, place of residence, and access to health services. CONCLUSION:This review highlights the need for integrated policy interventions that address socioeconomic inequalities, strengthen maternal and child health systems, and promote female education and empowerment to achieve sustained improvements in child survival and fertility regulation in Pakistan.

The perception of verbal violence is a critical component in the chain of its negative impacts. This study utilized event-related potentials (ERPs) to explore the impact of self-esteem and interpersonal relationships on the processing of verbal violence. Seventy-three participants completed the Rosenberg Self-Esteem Scale and a verbal violence ERP task. Stimuli depicting verbal violence were presented as violent words within a fixed sentence structure. The interpersonal relationships, represented by the positions of the subjects in the sentences, suggested different sources of verbal violence, including friends and strangers. Participants were asked to evaluate their feelings regarding the verbal violence after each sentence presentation. Behavioral results indicated that self-esteem and interpersonal relationships influenced the ratings of verbal violence. ERP results showed that as self-esteem scores increased, the EPN amplitude for verbal violence from friends was significantly enhanced, while the EPN for verbal violence from strangers remained unaffected. Self-esteem and interpersonal relationships also significantly influenced the LPC amplitude for verbal violence. These findings provide preliminary evidence that self-esteem and interpersonal relationships jointly influence the processing of verbal violence. Future research should continue to examine the specific effects of interpersonal relationships and explore other factors that may modulate the perception of verbal violence.

This study, grounded in the frameworks of Positive Psychological Resources Theory and Emotion Regulation Theory, investigated the mechanism through which foreign language anxiety (FLA) and academic buoyancy (AB) influence students' willingness to communicate (WTC) in EFL classroom. A mixed-methods approach was employed, combining a Structural Equation Modeling (SEM) analysis based on data from 627 senior high school students and semi-structured interviews with eight randomly selected participants in China. The empirical results indicate that FLA significantly and negatively predicts WTC, while AB plays a partial mediating role in this relationship, thereby validating the proposed “FLA—AB—WTC” path model. These results highlight academic buoyancy as a positive psychological trait that mediates the effect of anxiety on willingness to communicate. This research offers theoretical and practical implications for affective regulation and psychological empowerment in foreign language pedagogy.

The attention hypothesis, which assumes that font emphasis captures readers’ attention, is usually used to explain the mechanism by which such emphasis operates. This study further delineates the attention hypothesis by investigating the ways in which font emphasis captures attention and its effects on the integration of emphasized information into the previous context. We computed event-related potentials and frequency band-specific electroencephalographic power changes occurring while participants read sentences containing critical words that were either emphasized (i.e., displayed in a color different from the other words in the sentence) or not (i.e., shown in the same color as the rest of the sentence) and semantically congruent with prior words or not. The results showed that the emphasized words (as compared to control words) elicited a reduced N1 and increased P2, indicating that font emphasis reduced familiarity-based visuo-orthographic processing and instead increased controlled attentional processing. We also observed greater P300 and power decreases in the alpha and beta frequency range in response to critical words in the emphasized condition, suggesting that font emphasis enhances focal attention to promote a fuller integration of information into the sentence context. Furthermore, relative to the control condition, the emphasized condition induced delta and theta power increases for the incongruent words. These results suggest that font emphasis increases the efficiency of glyph processing, which facilitates lexical access.

Based on previous literature, the present study examines the effects of background music on English reading comprehension using eye tracking techniques. All the participants, whose first language was Chinese, were selected from a foreign language college and all of them were sophomores who majored in English. The experiment in this study was a 2 (music tempo: fast and slow) × 2 (text difficulty: difficult and easy) × 2 (background music preference: high and low) mixed design. Both musical tempo and English reading passage were within-subjects factors, and the level of music listening preference was a between-subjects factor. The results showed that the main effect of the music tempo was statistically significant, which indicated that participants read texts more quickly in the fast-tempo music condition than in the slow-tempo music condition. Furthermore, the main effect of the text difficulty was statistically significant. Additionally, the interaction between the text difficulty and music tempo was statistically significant. The music tempo had a greater effect on easy texts than on difficult texts. The results of this study reveal that it is beneficial for people who have a stronger preference for music listening to conduct English reading tasks with fast-tempo music. It is detrimental for people who have little preference for background music listening to complete difficult English reading tasks with slow-tempo music.

Background: Affected by the epidemic, some college students can only learn English through online courses. In the traditional college English online course teaching, the teaching method is more traditional, and the teaching content is also more boring, so it is difficult to stimulate students' learning enthusiasm. As a result, some students' English scores have also declined, which has led to students' feelings of guilt. In addition, many students have suffered from anxiety symptoms due to their fear and anxiety about failing the course, failing grades, and deducting grades. Excessive anxiety is easy to affect students' physical and mental health, and has a relatively negative impact on students' daily life and learning, which is not conducive to students' health and long-term development. Therefore, this paper probes into the current situation of college students' psychological anxiety in the learning of college English online courses, and puts forward strategies under the guidance of educational psychology to achieve the improvement of English online courses, so that students' psychological anxiety can be well released and eliminated. Subjects and methods: A university in a first-tier city was selected as the experimental site for the control experiment. Recruit and screen volunteer students through online platforms and offline flyers. After explaining the experimental method and process, the number of students who volunteered to participate in the experiment was 203. After screening, 60 qualified students were obtained. Through computer technology, 60 people were randomly divided into two classes, the experimental class and the regular class, which were recorded as the research group and the control group. For the students in the research group, the strategies proposed in the study are used to improve the English online course and start teaching. For the students in the control group, the traditional network course is used for teaching. After the same teaching time, the students' psychological anxiety was examined by using the scale tool. Results: After teaching, the anxiety of the students in the experimental class has been effectively relieved, while the anxiety relief effect of the conventional class is not ideal. Conclusions: At present, there are many defects in the teaching mode of English online courses, which leads to the low quality of teaching. Students cannot get answers to some problems they encounter in the process of English learning, and their professional level is poor. In this case, many students are afraid of difficulties in English courses, which leads to learning anxiety and employment anxiety. Therefore, this paper probes into the current situation of college students' psychological anxiety in the learning of college English online courses, and puts forward strategies under the guidance of educational psychology, so as to improve the English online courses, improve college students' English performance, alleviate students' anxiety, and release and eliminate students' psychological anxiety.

儿童语音意识一直是心理语言学领域里的热点问题之一,它对语言认知研究具有重要价值.文章按照由核心向外围的顺序,根据研究内容从语音意识的内涵及测量方法、语音意识的发展、影响语音意识发展的因素、语音意识与其他语言认知能力之间的关系、第二语言学习者的语音意识等方面分类梳理国内外相关研究,评述现有研究所取得的成果和存在的问题及争议,并在此基础上对未来潜在的研究方向提出建议.

Despite recent research associating social class with subjective well-being (SWB), the relationship between the two, manifested through victim justice sensitivity and envy, has not been properly investigated. Guided by social comparison and social cognitive tendency theories, we explored the direct and indirect relationships between social class and SWB among Chinese undergraduate students. This study employed a cross-sectional, questionnaire-based research design. 1,405 undergraduate students completed questionnaires regarding subjective social class, victim justice sensitivity, envy, and SWB. The results showed that social class was positively related to SWB and negatively associated with victim justice sensitivity and envy. Victim justice sensitivity was negatively related to SWB, victim justice sensitivity was positively related to envy, and envy was negatively associated with SWB. Social class correlated with SWB through three paths: the mediating role of victim justice sensitivity, the mediating role of envy, and the serial mediating roles of victim justice sensitivity and envy. The results indicate that social class could contribute to college students’ SWB through the mechanisms of victim justice sensitivity and envy. This study advances the understanding of how the relationship between social class and college students’ SWB operates. Furthermore, the findings will facilitate the promotion of college students’ SWB.

区域形象话语构建研究以前主要集中于语言层面的探讨,对多模态话语的构建关注不足.本研究基于批评话语分析新动向——话语互动研究路径,以三段福建区域形象宣传片为语料,从宏观层面的纵向、横向和历时三个维度探讨了福建区域形象的多模态话语构建.研究发现,福建区域形象宣传片以生态话语为历时主线,融合了区域特色的子类话语互动,承袭了"清新福建、科技福建、人文福建"的构建理路,实现了福建良好区域形象多元、优化、动态的多模态话语构建与传播,提升了区域文化软实力,推动了区域整体发展.

高中生英语学科核心素养包括语言能力、文化意识、思维品质和学习能力四个维度.读思行阅读教学模式具有培养这些核心素养的潜力.以新人教版教材高中英语必修一第四单元阅读课The Night the Earth Didn't Sleep的教学设计为例,通过语篇分析和教学设计两个方面的讨论,结果表明读思行阅读教学模式对于培养高中生英语学科核心素养具有适用性.

当前的多模态研究主要集中于静态的理论视角描述,而对于多模态意义阐释的动态认知考察甚少.从认知理论出发,结合社会符号学,构建多模态认知符号学分析框架,探讨视觉图像的符号意义与潜在认知的关系.以人民币为案例阐释认知符号学之于多模态话语分析的可适性.研究发现,多模态话语分析的符号学视角与认知语言学视角并轨构建的认知符号学可以为多模态的动态意义建构和阐释提供一个有效的分析视角.

摘 要：《普通高中英语课程标准（2017年版）》提出，教师在课程实施过程中应充分利用现代教育技术进行教学，以此促进学生的有效学习和核心素养的发展。因此，本文以人教版高中《英语》（2019年版）必修一Unit4的阅读板块为例设计了一份教学案例。该案例应用数据驱动学习法，指导教师以语料库和词汇云图为教学辅助手段进行可视化语篇教学。

We investigated the mediating effect of burnout and depression on the relationship between adolescent academic stress and sleep quality. Participants comprised 757 adolescents aged 12–18 years, who completed self-report questionnaires assessing academic stress, sleep quality, school burnout, and depression. Results showed that adolescent academic stress was negatively correlated with sleep quality, and that depression and school burnout were also negatively associated with sleep quality. Results of a multiple mediation model showed that adolescent academic stress was not only directly correlated with sleep quality, but was also indirectly associated with sleep quality through the mediating effect of school burnout and depression, as well as through the sequential mediating effect from school burnout to depression. Theoretical and practical implications are discussed.

视译包含着视觉词汇的语义通达,由于源语理解和译语生成的并行加工,其认知压力大于阅读.本文考察认知压力和单词熟悉度对中国英语学习者英语视觉词汇语义通达模式的影响.研究采用眼动研究范式,通过比较正确同音异形词、错误同音异形词和拼写对照词的凝视时间,验证不同实验条件下的语义通达模式.研究结果表明,认知压力会影响语义通达模式,在高认知压力的情况下,语义是由形-义直通通道通达的,而在低认知压力的情况下,语义是由双通道竞争通达的.研究还发现,单词熟悉度是语义通达稳定而独立的影响因素,高熟悉度单词的语义是由形直接通达的,而低熟悉度单词的语义是通过双通道通达的.

2018年5月25-27日,由福建师范大学主办,福建师范大学外国语学院承办,《外国语言文学》期刊、Internet Pragamtics期刊(John Benjamins)、Advances in (Im)politeness Studies丛书(Springer)以及外语教学与研究出版社共同协办的2018(不)礼貌研究进展国际学术论坛顺利举行.来自以色列、德国、匈牙利、英国、荷兰和国内等40多所高校、研究机构的120多位专家学者参加了论坛.

随着中西部少数民族学生入读英语专业的机会不断增多,如何改善高校英语专业少数民族学生英语听说教学,是当前亟需研究的课题.本文首先阐述了英语专业少数民族学生英语听说困难的表现,分析了背后的原因.接着,本文介绍了改善英语专业少数民族学生英语听说教学的指导理论,并在此基础上,提出了对策.教师应精心打造校内课内、校内课外、校外课外"三大课堂",为英语专业少数民族学生创造更多英语听说训练和提高的机会.

语言经验对方言儿童元语言意识的整体影响是明显的,语言经验还对方言儿童部分语言能力产生影响.和普通话儿童相比,方言儿童在元语言意识和语言能力方面均表现出劣势.研究认为,元语言意识的实质是对语言现象进行范畴化的认知过程,方言儿童元语言意识的发展受到文字系统和语言使用的制约.研究结果对于我国方言政策的制定和方言儿童语言能力教育具有一定的启示意义.

第二届中国心理语言学国际研讨会于2013年11月23日至24日在福建师范大学外国语学院举行,大会围绕“心理语言学及其应用”这一主题深入研讨,主要集中在三个方面:双语的认知加工过程,汉语句法与语义获得和中文字词加工的认知与神经机制研究.大会既有主旨发言,又有专题讨论;既有小组发言,又有研究仪器培训,为国内外的心理语言学研究专家提供了一个很好的交流平台,同时对心理语言学的研究也是一次很好的促进.

To investigate the relationship between worry tendency and sleep quality and the mediating effect of state–trait anxiety, 1072 adolescents and young adults from Jiangxi and Fujian Provinces in China were administered questionnaires pertaining to worry tendency, sleep quality, and state–trait anxiety. The results showed significant grade differences for worry tendency, sleep quality, and state–trait anxiety. Worry tendency was negatively associated with sleep quality, which was mediated by state anxiety and trait anxiety. There is a need for interventions that aim to reduce the level of worry tendency to ensure good sleep quality and the progression from worry tendency to anxiety and to poor sleep quality.