人文科学最新文献

{"title":"Picturing Protest: Visual Framing in Authoritarian Media on Twitter","authors":"Wei Zhong, Bin Chen, Fan Liang, Maggie Mengqing Zhang","doi":"10.1080/21670811.2025.2571963","DOIUrl":"https://doi.org/10.1080/21670811.2025.2571963","url":null,"abstract":"","PeriodicalId":11166,"journal":{"name":"Digital Journalism","volume":"10 1","pages":""},"PeriodicalIF":5.4,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145295366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Word searches in L2 peer interaction at language cafés: Opportunities for learning","authors":"Linda N. Narfström","doi":"10.1016/j.linged.2025.101462","DOIUrl":"10.1016/j.linged.2025.101462","url":null,"abstract":"<div><div>Language cafés bring together speakers aiming to practice a target language in a nonformal setting. In this conversation analytic study, interactions between L2 speakers at language cafés are analyzed with a focus on collaborative word searches and how these may occasion participants’ orientation to linguistic items as \"learnables”, that is, as objects of learning. The analysis includes two extended cases of participants' orientation to learnables and draws on both on-line interaction and face-to-face interaction. In both examples participants rely on each other's language expertise, as well as on the expertise invested in online translation programs on their smartphones. They also employ additional interactional resources, such as other shared languages and gestures. It is demonstrated how the participants’ collaborative work goes beyond restoring intersubjectivity and develops into shared orientations to learnables. These orientations manifest as: a) a search for linguistic accuracy in the target language, b) meta-linguistic discussions about vocabulary, grammar, and pronunciation, and c) demonstrations of learning behavior in the form of repetitions of new information about the item. The findings show that the language café, online as well as on-site, can provide room for L2 speakers to collaboratively explore items in the target language as objects of learning, and that such orientations can occur without the guidance of a facilitator who is more knowledgeable in the target language.</div></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"90 ","pages":"Article 101462"},"PeriodicalIF":2.1,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145325467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions, attitudes and behaviors regarding professionalism and their relationships reported by newly enrolled Chinese residents.","authors":"Xinzhi Song, Chunyu Xin, Honghe Li, Ning Ding, Yan Wang, Charice Augustine, Deliang Wen","doi":"10.1186/s12910-025-01310-5","DOIUrl":"10.1186/s12910-025-01310-5","url":null,"abstract":"<p><strong>Background: </strong>The professionalism perceptions of newly enrolled residents determine how to implement targeted professionalism training during residency, but few studies have paid attention to this point. Moreover, it is unclear whether residents' perceptions reflect their attitudes and behaviors regarding professionalism when examined quantitatively. This study aimed to investigate residents' professionalism perceptions (their understanding of professionalism and approach to teaching professionalism), and to examine the relationships between perceptions, attitudes, and behaviors regarding professionalism.</p><p><strong>Methods: </strong>Using cluster sampling, we conducted a cross-sectional survey of newly enrolled residents from 23 training bases of China Medical University in Liaoning Province, China. A self-designed qualitative questionnaire was used to understand the residents' professionalism perceptions, and the revised Penn State College of Medicine Professionalism Questionnaire and the China Medical Professionalism Inventory were used to assess their professionalism attitudes and behaviors respectively. Directed and conventional content analysis was used to analyze qualitative data. Descriptive statistics, Spearman rank correlation, and univariate/multivariable linear regressions were used to analyze the quantitative data.</p><p><strong>Results: </strong>A total of 838 (84.3%) residents effectively completed the survey. Through analysis of residents' professionalism perceptions, we identified 23 professionalism attributes across five domains (Compassion, respect, communication, and collaboration; Integrity and duty; Pursuit of excellence; Equity in health care, humanitarianism, adherence to ethical guidelines; and Other), 25 undergraduate courses involving professionalism in four disciplines, and 12 approaches to improving professionalism at five levels. We also found positive associations between professionalism perceptions and attitudes (β = 0.54, SE = 0.26), and between attitudes and behaviors (β = 1.18, SE = 0.04), but no association between perceptions and behaviors.</p><p><strong>Conclusions: </strong>Residents collectively demonstrated a comprehensive understanding of professionalism, but there are inadequacies at the individual level, suggesting the need to strengthen the professionalism education during residency. No association was found between perceptions and behaviors, indicating the gap between them, and efforts are still needed to realize the translation from knowing into doing.</p>","PeriodicalId":55348,"journal":{"name":"BMC Medical Ethics","volume":"26 1","pages":"138"},"PeriodicalIF":3.1,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12529841/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145310124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Smart tools, smarter minds? Learner-AI interaction and AI assistance on critical thinking in EAP contexts","authors":"Yuanyan Hu ,&nbsp;Xiao Lan Curdt-Christiansen ,&nbsp;Jufang Wang","doi":"10.1016/j.jeap.2025.101586","DOIUrl":"10.1016/j.jeap.2025.101586","url":null,"abstract":"<div><div>Although AI is reshaping education, its role in fostering critical thinking (CT) in EAP instruction—especially related to learner behaviors and CT development—remains underexplored. This study involved 102 Chinese undergraduates completing three AI-assisted writing tasks designed within Wen et al.’s hierarchical CT framework. This mixed-methods study combined questionnaires, learner reflection, task observations, and interviews to investigate learners’ perceptions, interaction patterns, and CT development, with quantitative data analyzed statistically, and qualitative data thematically coded and triangulated.</div><div>Findings indicate that EAP learners perceived AI assistance as both pedagogically valuable and practically useful. Eight CT-oriented affordances of AI emerged from the data—providing references, supporting divergent thinking, synthesizing information, identifying logical gaps, enhancing clarity, stimulating metacognitive reflection, verifying data, and fostering intercultural awareness—which shaped how learners navigated tasks and positioned AI in learning. Post-task results revealed perceived improvement in CT-cognitive skills (e.g., <em>Analyzing</em>, <em>Reasoning</em>, <em>Evaluating</em>) and greater sensitivity to CT-intellectual standards (e.g., <em>Logicality</em>, <em>Relevance</em>). However, limited gains were observed in higher-order dimensions like <em>Definiteness</em>, <em>Profundity</em>, and <em>Flexibility</em>, probably due to linguistic constraints, low cognitive investment, or efficiency-driven usage patterns. Meta-CT was also minimal, with only limited traces in later tasks, highlighting the need for scaffolding to motivate reflective regulation.</div><div>The study underscores the complementary role of peer collaboration in advancing CT, particularly in open-ended, cognitively demanding tasks where AI functioned as a catalyst for inquiry rather than as a content provider. Accordingly, it proposed an “AI-triggered, peer-constructed” model to support sustainable CT development in EAP classrooms, offering guidance for AI integration in Chinese higher education.</div></div>","PeriodicalId":47717,"journal":{"name":"Journal of English for Academic Purposes","volume":"78 ","pages":"Article 101586"},"PeriodicalIF":3.4,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145321051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Issue Information - NASSP Page","authors":"","doi":"10.1111/josp.12575","DOIUrl":"https://doi.org/10.1111/josp.12575","url":null,"abstract":"","PeriodicalId":46756,"journal":{"name":"Journal of Social Philosophy","volume":"56 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/josp.12575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145297363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Obituary","authors":"WULF KANSTEINER","doi":"10.1111/hith.70017","DOIUrl":"https://doi.org/10.1111/hith.70017","url":null,"abstract":"","PeriodicalId":47473,"journal":{"name":"History and Theory","volume":"64 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145297373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Carved monuments from Cerro Patlachique in the Teotihuacan Valley, Mexico","authors":"Nawa Sugiyama, Karl A. Taube, Saburo Sugiyama, Ariel Texis Muñoz","doi":"10.15184/aqy.2025.10221","DOIUrl":"https://doi.org/10.15184/aqy.2025.10221","url":null,"abstract":"<p><img href=\"S0003598X25102214_figAb.png\" mimesubtype=\"png\" mimetype=\"image\" orientation=\"\" position=\"float\" src=\"https://static.cambridge.org//content/id/urn%3Acambridge.org%3Aid%3Aarticle%3AS0003598X25102214/resource/name/optimisedImage-png-S0003598X25102214_figAb.jpg?pub-status=live\" type=\"\"/></p>","PeriodicalId":8058,"journal":{"name":"Antiquity","volume":"28 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145295362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning L2-L3 cognates and L1-L2-L3 cognates in class: A longitudinal experiment in raising awareness of L2-L3 similarity","authors":"Agnieszka Otwinowska ,&nbsp;Breno B. Silva ,&nbsp;Olga Broniś ,&nbsp;Agata Ambroziak ,&nbsp;Aleksandra Janczarska ,&nbsp;Borys Jastrzębski ,&nbsp;Małgorzata Foryś-Nogala","doi":"10.1016/j.lingua.2025.104057","DOIUrl":"10.1016/j.lingua.2025.104057","url":null,"abstract":"<div><div>We investigated how L3 word knowledge is impacted by similarity to learners’ previous languages (L1 and L2) and awareness of cross-linguistic similarities. Our participants were L1-Polish speakers with L2-English who were beginner learners of L3-Italian (<em>N</em> = 35, <em>M_age</em> = 19.71). Alongside regular classroom activities, we used tailor-made exercises to teach our participants 120 L3-Italian words: 40 L2-L3 cognates, 40 L1-L2-L3 cognates, and 40 noncognates, controlled for a range of item-related variables. We also randomly assigned participants to two conditions: a control group and a cognate-awareness-raising group, where we manipulated participants’ awareness of L2-English-L3-Italian cross-linguistic similarity through interactive online workshops. In the pretest and posttest, we tested learners’ ability to translate an L2-English word to L3-Italian and to use the L3-word in a sentence. Results of mixed-effect logistic regressions showed that the cognates were learned better than noncognates, but there was no difference between L1-L2-L3 and L2-L3 cognates. Importantly, the cognate-awareness-raising training enhanced the learning of L1-L2-L3 cognates, but not of L2-L3 cognates. Our results suggest that any cross-linguistic similarity improves retention, but L3 lexical learning is primarily facilitated by cumulative L1-L2-L3 similarity if the participant is aware of its existence.</div></div>","PeriodicalId":47955,"journal":{"name":"Lingua","volume":"328 ","pages":"Article 104057"},"PeriodicalIF":1.3,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145323929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"French literature in the service of micro-processes of peace in Colombia: An approach through argumentation and emotional intelligence","authors":"Guillaume Roux, Germana Carolina Soler Millán, Edward Zuleta Alonso","doi":"10.1177/13621688251374424","DOIUrl":"https://doi.org/10.1177/13621688251374424","url":null,"abstract":"This research analyzes the impact of a pedagogical approach that integrates argumentation and emotional intelligence into the teaching of French literature in university-level French as a Foreign Language courses. The objective is to examine how this method may contribute to reducing conflictual behaviors and fostering micro-processes of peace in Colombia. The literature classroom thus serves as a testing ground within a university environment characterized by the presence of politically engaged student groups that occasionally express strong opposition to institutional decisions. Two pedagogical models were compared: a traditional approach focused on textual analysis and a new method centered on argumentation and emotional intelligence. The study uses a mixed-methods design combining academic assessments, Diploma in French Language Studies level B2 results, and qualitative interviews. Findings indicate that the new approach enhances oral argumentative skills and emotional regulation, although it may limit the depth of written literary analysis; it also appears effective in reducing conflictual behaviors within the classroom. The conclusions advocate for a hybrid model and explore its potential application to other academic disciplines and in broader spaces of public dialogue.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145311018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Faith in War: Religion and the Military in Germany, 1500–1650 by Nikolas M. Funke FunkeNikolas M., Faith in War: Religion and the Military in Germany, 1500–1650 , Berghahn: Oxford, 2024; 246 pp.; 9781805396178, £104.00(hbk)","authors":"Jaap Geraerts","doi":"10.1177/02656914251378001g","DOIUrl":"https://doi.org/10.1177/02656914251378001g","url":null,"abstract":"","PeriodicalId":44713,"journal":{"name":"European History Quarterly","volume":"94 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145295558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}