This study systematically reviews empirical literature from 2014 to 2024 on interactive parent-child shared reading and vocabulary development in preschool children, both domestically and internationally, employing a combination of quantitative and qualitative analysis to explore the mechanisms through which such reading influences vocabulary acquisition among children aged 3–6. The findings indicate a significantly positive correlation between interaction frequency and vocabulary development (effect size d = 0.82). Among various interaction strategies, open-ended questions were shown to increase new vocabulary acquisition by 12%–18%, and the "questioning + role-playing" model resulted in significantly higher vocabulary retention compared to silent shared reading. From a linguistic perspective, interaction mechanisms such as "scaffolded input" and "comprehensible output" align with Vygotsky's Sociocultural Theory and Krashen's Input Hypothesis. By integrating age-specific interaction strategies, this study offers a theoretical foundation and practical guidance for family-based vocabulary education.

The Anti-Unfair Competition Law is a necessary and acceptable measure to control the abuse of trademark rights following malicious registration. Notwithstanding the Trademark Law's limitations on malicious registration, it is challenging to adequately handle trademark rights misuse following malicious registration due to its lax registration review process and insufficient remedies. Such activity is greatly regulated by the Anti-Unfair Competition Law, which has a wider range of applications and more varied regulatory actions. The coherence and efficacy of legal application are hampered by issues in contemporary judicial practice, such as the inconsistent application of the Trademark Law and the Anti-Unfair Competition Law, the underutilization of ambiguous provisions, and the ambiguous scale of general provisions. The institutional advantages of the Anti-Unfair Competition Law can be fully utilized to effectively regulate the abuse of trademark rights following malicious registration by elucidating the essential elements of the general provisions of the law, expanding the protection scope of Article 6 of the law, and clarifying the scope of application of both the Trademark Law and the Anti-Unfair Competition Law.

This paper integrates data from the2022 Survey on Netizens' Social Consciousnessand the2022 China Digital Government Development Index Reportto construct a mixed cross-sectional dataset (n=1477), and explores the mechanism of digital government construction's impact on the public's sense of gain. First, digital government construction has a significant negative effect on the public's sense of gain, and this conclusion has passed multiple robustness tests such as variable substitution and instrumental variable approach. Second, the mechanism analysis identifies seven moderating variables, including cognition of the rule of law, development of market economy, perception of social fairness, experience of democratic participation, sense of gain from historical development, evaluation of institutional credibility, and satisfaction with political and economic development, all of which statistically significantly alleviate the negative effect. The research conclusion, which is contrary to expectations, indicates an asymmetric transmission between the economic performance improvement of digital government construction and the public's psychological sense of gain. Accordingly, it is suggested that while continuously improving the technical efficiency and economic output of digital government, we should systematically implement the governance strategy of "co-construction, co-governance and shared benefits", focus on improving the mechanism of whole-process people's democratic participation, establish institutionalized channels for public participation in digital governance, and effectively enhance the public's actual sense of gain in the digital transformation.

Using a teacher agency framework, this study examines the classroom interaction challenges faced by Chinese students in the UK higher education and analyzes the underlying causes. Employing qualitative methods, an extended literature review, and reflective thematic analysis, the research addresses the research question: How does teacher agency affect classroom interaction among Chinese students? The findings revealed that students often remained silent, participated less frequently in group activities, and had limited communication with teachers. These challenges stemmed from differences in educational philosophies, the influence of traditional culture, a weak sense of belonging, and Western centrism. This study provides teacher agency suggestions to help teachers to reflect on their beliefs and adjust their goals.

This study examines the role of facial similarity in establishing cooperation and trust, grounded in evolutionary psychology and kin recognition theory. The hypothesis posits that humans may rely on facial similarity to foster cooperation and trust. The research comprises two experiments: the first investigates whether individuals are more inclined to form friendships and trust those who resemble their same-sex parents. The second experiment explores whether trust levels correlate more strongly with same-sex parental resemblance. Participants were asked to provide photographs of their parents and friends. Artificial intelligence facial recognition technology was used to calculate facial similarity scores, which were then comprehensively evaluated. This research contributes to understanding the mechanisms underlying the formation of social and romantic friendships in humans.

This paper aims to explore the correlation between parental authority styles and adolescents' perceptions of teacher authority. The parental authority types is mainly based on the Authoritarian, Authoritative, and Permissive parenting styles by Baumrind. To measure the adolescents' perceptions of teacher authority, it has been divided into three domains: rules, morality, and personal life. The researchers collected 114 adolescents' data by adapting the Parental Authority Questionnaire-Revised (PAQ-R) and the Teacher Authority Cognition Questionnaire to design a self-examine questionnaire. The results of this study revealed no significant overall correlation between parental authority and teacher authority perceptions. However, when the researchers divided these data by students' educational system, adolescents in non-Gaokao educational systems showed specific significant correlations. In this section, permissive parenting was negatively correlated with acceptance of teacher authority in the moral domain, authoritarian parenting was positively correlated with acceptance in personal life domain. These results imply that adolescents' acceptance of teacher authority can depend on context and may be impacted by both parenting style and educational structure. This study emphasizes that authority perception has its domain-specific nature and also shows the authority perception's potential transfer from family to school contexts, offering insights into the cultural and structural factors shaping adolescent authority cognition.

Based on the data of the 2023 China General Social Survey (CGSS2023), this study empirically analyzes the correlation characteristics between social class and residents' physical and mental health, reveals the mechanism between the two from the perspective of social trust, and focuses on exploring the mediating effects of general trust and particular trust. The study finds that social class has a significant positive impact on residents' physical and mental health. Objective class indicators (income, education) and subjective class identity jointly shape the level of physical and mental health, and the physical and mental health effect of the self-rated middle-class group is more significant. Social trust is an important mediating variable for class to affect physical and mental health. Among them, public institutional trust in general trust, interpersonal trust and social participation in particular trust all have a positive effect on physical and mental health. Through independent action and mutual linkage, the two effectively alleviate the physical and mental health inequality caused by class differentiation. Cultivating and improving general social trust and particular trust can weaken the adverse impact of class on physical and mental health, and provide a path reference at the social psychological level for solving the problem of health inequality.

Under the background of the popularization of higher education, college students' emotional crises such as academic anxiety, burnout and weariness of learning continue to occur frequently. Traditional interventions have problems such as delayed response, fragmentation and insufficient accuracy. Based on the five core competencies of Social and Emotional Learning (SEL), this study constructs an early identification and graded early warning mechanism for academic emotion crisis. Using mixed research methods, this study conducts an empirical analysis of 603 students in Y University, an application-oriented undergraduate college in Guangdong Province, and implements 8-week structured group intervention. The results show that the recognition accuracy of the SEL early warning model reaches 89.7%; after the intervention, negative academic emotions decrease by 28.3%, emotional regulation ability and academic adaptation level increase by 31.5% and 26.7% respectively, and the effect is stable for a long time. The study forms an integrated mode of "early warning-screening-intervention-tracking", which can provide a practical path for the pre-prevention and control of academic emotion crisis and the standardization of mental health education in colleges and universities.

The right to development is an inherent part of human rights. As the institutional expression of the principle of gender equality in the field of development, women's right to development derives its legitimacy from the human dignity in natural law, the normative confirmation in positive law and the pursuit of substantive justice in social law. From the perspective of rights protection, this paper explores the realization of women's right to development in the age of artificial intelligence, pointing out that the right to development is the core human rights support for women's all-round and free development. At the same time, artificial intelligence technology has brought multiple opportunities for women's development: it has eliminated the physical prerequisites of the traditional gender division of labor, expanded the space for women's employment and entrepreneurship in the economic field, lowered the threshold for participation in the field of social participation, and further promoted the in-depth improvement of women's right to cultural expression in the cultural field. However, technology is not value-neutral. Artificial intelligence embedded with patriarchal prejudices and capital logic has also exposed women to new rights crises such as structural employment inequality, the solidification of gender images by algorithmic discipline, and the erosion of subjectivity by technological abuse. The causes stem from the digital reproduction of the patriarchal social structure, the influence of commercial capital, and the digital suppression of women's professional self-efficacy. In response, this paper proposes approaches such as innovating employment forms, improving institutional guarantees, and enhancing women's voice in artificial intelligence governance, aiming to protect women's right to development and promote gender equality and the progress of social civilization.

The "banality of evil" proposed by Hannah Arendt refers to the evil that eliminates one's own thinking, unconditionally obeys orders, and abandons the right of personal judgment. This evil is spreading in the educational field, manifested in the triple representations of "thoughtlessness", "depersonalization" and "standardization". To deeply analyze its generation logic from the perspective of social formation, this paper introduces Byung-Chul Han's "psychopolitics" as a new theoretical framework to reveal the deep-seated mechanism behind it, and attempts to put forward the breakthrough paths of awakening "tiredness", pursuing "the Other" and returning to "listening". It aims to transcend the reproduction of the "banality of evil" in the educational field and ultimately point to an educational possibility that enables people to truly become human beings.