Justice at the Forefront: Cultivating felt accountability towards Artificial Intelligence among healthcare professionals.

The advent of AI has ushered in a new era of patient care, but with it emerges a contentious debate surrounding accountability for algorithmic medical decisions. Within this discourse, a spectrum of views prevails, ranging from placing accountability on AI solution providers to laying it squarely on the shoulders of healthcare professionals. In response to this debate, this study, grounded in the mutualistic partner choice (MPC) model of the evolution of morality, seeks to establish a configurational framework for cultivating felt accountability towards AI among healthcare professionals. This framework underscores two pivotal conditions: AI ethics enactment and trusting belief in AI and considers the influence of organizational complexity in the implementation of this framework. Drawing on Fuzzy-set Qualitative Comparative Analysis (fsQCA) of a sample of 401 healthcare professionals, this study reveals that a) focusing justice and autonomy in AI ethics enactment along with building trusting belief in AI reliability and functionality reinforces healthcare professionals' sense of felt accountability towards AI, b) fostering felt accountability towards AI necessitates ensuring the establishment of trust in its functionality for high complexity hospitals, and c) prioritizing justice in AI ethics enactment and trust in AI reliability is essential for low complexity hospitals.

The Intolerance of Uncertainty and "Untact" Buying Behavior: The Mediating Role of the Perceived Risk of COVID-19 Variants and Protection Motivation.

Draw on the protection motivation theory, this study investigated the impacts of intolerance of uncertainty on "untact" buying behavior, and examined the sequential mediating role of the perceived risk of COVID-19 variants and protection motivation. A total of 1,564 (M age = 20.75, SD = 1.92) young individuals participated in the survey. The serial mediation analysis results reveal that intolerance of uncertainty influences one's "untact" buying behavior through "perceived risk of COVID-19 variants - protection motivation." Both internal (intolerance of uncertainty, protection motivation) and external (risk of COVID-19) factors worked together to accelerate the transition of individuals' consumption behavior during COVID-19 pandemic. Therefore, our findings generate important implications for public mental health and economic recovery in the post-COVID-19 era.

Contribution of Vocabulary Knowledge to Reading Comprehension Among Chinese Students: A Meta-Analysis.

This study investigated the correlation between vocabulary knowledge and reading comprehension. To address the correlation picture under Chinese logographical scripts, the researchers investigated the potential explanation for the correlation via Reading Stage, Information Gap, Content-based Approach, and Cognition and Creativity Theory approaches. This study undertook a meta-analysis to synthesize 89 independent samples from primary school stage to Master's degree stage. Results showed the correlation picture as an inverted U-shape, supporting the idea that vocabulary knowledge contributed a large proportion of variance on text comprehension and might also support the independent hypothesis of the impact of vocabulary knowledge on reading comprehension. In each education stage, the correlation between vocabulary knowledge and reading comprehension was independent in that it did not interact with any significant moderators. This study informed that the vocabulary knowledge not only determined text comprehension progress through facial semantic meaning identification but also suggested that the coordinate development of vocabulary knowledge, grammatical knowledge, and inference would be better in complexity comprehension task performance.

Is the Student-Centered Learning Style More Effective Than the Teacher-Student Double-Centered Learning Style in Improving Reading Performance?

Appropriate learning styles enhance the academic performance of students. This research compares and contrasts the popular effect of teacher-student double centered learning style (TSDCLS) and student-centered learning style (SCLS) on one's reading, including reading comprehension, inference, main idea abstraction, and reading anxiety. One hundred and fifty one students in grade 4 from three groups (two experimental groups and one control group) participated in the experiment with 18 weeks' reading comprehension training. The results showed that, first, both learning styles contributed to students' reading comprehension, inference, main idea abstraction, and reading anxiety. Second, the TSDCLS contributed more to reading anxiety, and the SCLS contributed more to reading comprehension. Both learning styles had similar effects on inference and main idea abstraction. From the correlation test, excluding the correlation between SCLS and reading anxiety which was not significant, all other effects were significant. These findings are discussed along with implications and ideas for future research.

Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis.

Metalinguistic knowledge has a facilitative effect on reading comprehension. This meta-analysis examined the relationship between metalinguistic knowledge and reading comprehension among Chinese students. By focusing on both Chinese and English scripts' reading comprehension performance, this study synthesized 46 studies with 73 independent samples that represented 10,793 Chinese students from primary school to university levels. We found that in both Chinese and English scripts' reading, morphological awareness had the strongest correlation with reading comprehension, whereas both phonological awareness and orthographical skill had a similar medium correlation with reading comprehension. All three metalinguistic knowledge, which was not significantly influenced by the selected moderators of grade group, area, language type, and assessment, had an independent correlation with reading comprehension. The results suggested that reading stages did not significantly impact the function of metalinguistic knowledge on both Chinese and English scripts' reading comprehension for Chinese students. In addition, for Chinese students, morphological awareness plays a more important role than phonological awareness and orthographical skill in both Chinese and English scripts' reading comprehension.