Following the upsurge in the study of conceptual metaphor, the linguistic level of metaphor, particularly the level of metaphorical sentences, has regained significant attention. By reviewing the core research and the latest literature in this field, several fundamental judgments can be made. （1） Regarding the online processing characteristics of metaphorical sentences： The generation of literal and metaphorical meanings proceeds in a parallel manner, yet the cognitive resources required differ; Whether there is a priority order in the processing of the tenor and the vehicle remains to be explored more deeply, and the existing results are closely related to the testing purposes; Metaphorical sentences exhibit non-contextual irreversibility, but they show symmetry in the early processing stage. （2） In terms of the influencing factors of the online processing of metaphorical sentences： The impact of semantics can mostly be attributed to the domains of aptness and familiarity, and the processing time shortens as these two indicators increase, but there are also other significant influencing dimensions such as etymology and evocative metaphor; Cognitive resources like working memory affect the online processing of metaphorical sentences. （3） Concerning the mechanisms of the online processing of metaphorical sentences： The two major theories centered on the analogy mechanism and the attribution mechanism, as well as their reconciliation theory, can explain the current main findings. However, they are limited to exploring the mechanisms from the interaction of the internal components of metaphorical sentences and have not been verified in various forms of metaphorical sentences in Chinese. （4） Based on the high similarity between the characteristics of the “shu属” metaphorical sentences in Chinese and the sentences expressing the semantics of zodiac signs, and the empirical evidence supporting the construct transfer, it can be hypothesized that the construct transfer mechanism might at least be the processing mechanism of some metaphorical sentences.

2024 Vol. 17　(6):　491-502 [Abstract]（ 0 ） HTML (1 KB)  PDF (1198 KB)  ( 7 )

Two experiments were designed to explore the necessary conditions for spontaneous perspective-taking and its features in a negative interactive context. Experiment 1 found that only when developing self-other perspective association, can participants with a similar prior experience take the other negative social role's perspective spontaneously, holding a lower negative implicit attitude to this role. Experiment 2 further proved that the delayed similar experience acquired by the “experiencing the other side” paradigm also could facilitate spontaneous social perspective-taking. And this process could help participants reduce the negative implicit attitude toward the negative social role. Thus, self-other perspective association and similar experiences could affect spontaneous perspective-taking together. In addition, in both experiments, there are higher scores of self-reported perspective-taking among people with a similar experience who have built the perspective association, no matter when they obtain the experience. This outcome means that the process of social perspective-taking is spontaneous but not automatic.

2024 Vol. 17　(6):　512-520 [Abstract]（ 0 ） HTML (1 KB)  PDF (912 KB)  ( 3 )

A questionnaire survey was conducted to explore the relationship between professional identity and work engagement of junior middle school teachers, as well as the role of self-efficacy and teacher metacognition in it. The results showed that there was significant and positive correlation among professional identity, work engagement, self-efficacy and metacognition. In addition, self-efficacy played a part of mediating role on the relationship between professional identity and work engagement. And teachers metacognition moderated the mediating effect. Compared with teachers who had lower levels of metacognition, the effect size of the mediating effect of teachers who had higher levels of metacognition increased significantly. Excluding teacher metacognitive experience, the moderating effects of other dimensions of teacher's metacognition reached the significant or marginal significant levels. To promote the work engagement of junior middle school teachers, it is necessary to improve the levels of teachers' professional identity, as well as enhance teachers' self-efficacy and cultivate their metacognitive abilities.

2024 Vol. 17　(6):　528-536 [Abstract]（ 0 ） HTML (1 KB)  PDF (1146 KB)  ( 2 )

Recently, researchers in the field of online learning have paid much attention to whether computer-based feedback can promote learning. Computer-based feedback refers to the information provided automatically by the computer system after learners respond to the learning task, which can help learners confirm, adjust or reconstruct the existing knowledge concepts. Previous studies have indicated that computer-based feedback is an important instructional design for improving learning performance, but the positive effect of computer-based feedback can be moderated by feedback characteristics, learners' prior knowledge, motivational beliefs, task difficulty, and task type. Based on the existing empirical evidence and theoretical perspectives, an integrated model was introduced. The new model mainly hypothesized the potential mechanisms that underlie the effects of computer-based feedback on learning performance from two aspects. On the one hand, different characteristics of computer-based feedback would indirectly affect the learning performance by triggering different feedback perception and self-regulated learning processes. On the other hand, feedback characteristics interact with learner characteristics and task characteristics to affect learners' feedback perception, self-regulated learning processes, and learning performance. Future research should further explore the effects of computer-based feedback from the perspectives of boundary conditions and functional mechanism.

2024 Vol. 17　(6):　545-553 [Abstract]（ 0 ） HTML (1 KB)  PDF (995 KB)  ( 5 )

To explore the relationship between social trauma and non-suicidal self-injury behaviors of adolescents, as well as the role of psychache and parental autonomy support, 685 primary school students were tested by Perceived Chronic Social Adversity Questionnaire, Adolescent Self-injury Assessment Questionnaire, Psychache Scale and Parental Autonomy Support Scale. The results showed that： （1） Social trauma was positively correlated with non-suicidal behaviors and psychache, and they were negatively correlated with parental autonomy support; （2） Psychache played a partial mediating role between social trauma and non-suicidal self-injury behaviors. Parental autonomy support had a marked moderating effect on the impact of social trauma on psychache. The four factors constituted a moderated mediation model. In conclusion, social trauma not only directly affects non-suicidal self-injury behaviors of adolescents, but also indirectly influences non-suicidal self-injury behaviors through psychache. Parental autonomy support can effectively relieve the psychache caused by social trauma.

2024 Vol. 17　(6):　562-568 [Abstract]（ 0 ） HTML (1 KB)  PDF (812 KB)  ( 14 )