Faces play important roles in the social lives of humans. Besides real faces, people also encounter numerous cartoon faces in daily life which convey basic emotional states through facial expressions. Using event-related potentials (ERPs), we conducted a facial expression recognition experiment with 17 university students to compare the processing of cartoon faces with that of real faces. This study used face type (real vs. cartoon), emotion valence (happy vs. angry) and participant gender (male vs. female) as independent variables. Reaction time, recognition accuracy, and the amplitudes and latencies of emotion processing-related ERP components such as N170, VPP (vertex positive potential), and LPP (late positive potential) were used as dependent variables. The ERP results revealed that cartoon faces caused larger N170 and VPP amplitudes as well as a briefer N170 latency than did real faces; that real faces induced larger LPP amplitudes than did cartoon faces. In addition, the results showed a significant difference in the brain regions as reflected in a right hemispheric advantage. The behavioral results showed that the reaction times for happy faces were shorter than those for angry faces; that females showed a higher accuracy than did males; and that males showed a higher recognition accuracy for angry faces than happy faces. Due to the sample size, these results may suggestively but not rigorously demonstrate differences in facial expression recognition and neurological processing between cartoon faces and real faces. Cartoon faces showed a higher processing intensity and speed than real faces during the early processing stage. However, more attentional resources were allocated for real faces during the late processing stage.

Watching cartoons is one important event in children's early lives. This activity is highly influential on many factors, such as children's cognitive and behavioral development. Some researchers believe that parents should coview cartoons with children to help them filter and distinguish useful content. However, intergenerational education is already common in China, and the influence of grandparents cannot be ignored. Because they are in different stages of life, the members of these two generations manifest great differences in parenting style, which may lead to differences in child development. Does this generational difference have differential effects on the children's cartoon-viewing experience? We recruited 89 parents and grandparents and their kindergarten-aged children (approximately 5 years old) to participate in the study. The mothers or grandmothers were asked to coview a cartoon for approximately 7 min with their child, after which the child was asked questions about the cartoon-viewing experience. The results show the following: (1) compared with grandmothers, mothers generally think that cartoons have a very high influence on children's physical and mental health (χ 2 = 8.83, p < 0.05), (2) mothers place more restrictions on the content of cartoons that their children view, whereas grandmothers' attitudes are characterized by greater tolerance (χ 2 = 11.94, p < 0.01), and (3) in the case of coviewing with mothers, when the children are asked "why" questions about the cartoon-viewing experience questionnaire, they use more experience proofs to explain their answers than when they coview with grandmothers (χ 2 = 16.69, p < 0.01; χ 2 = 10.44, p < 0.05).

e nonstable transport of chloride in cement-based materials, including diffusion, convection, and chloride binding, is described as a general form of Fick's law. Inspired by the heat transport of concrete, the second boundary condition called the Neumann boundary condition is considered in the chloride transport of concrete. e theoretical deduction of one-dimensional chloride distribution with the Neumann boundary condition is performed, while a virtual boundary is introduced to carry out the approximate treatment. Finally, the comparison between the general Dirichlet boundary condition and the present Neumann boundary condition and the influence of the thickness of the virtual boundary as well as the influence of the water-cement ratio (w/c) are discussed.

This study examined how deaf or hard-of-hearing (DHH) and typically hearing (TH) children may differ in their family system and emotional functioning and examined the relations between family system and children’s emotional functioning. Parents of 106 DHH and 99 TH children (2–6 years) reported on family cohesion and adaptability, parental emotion communication, and their child’s emotional functioning. The DHH children were rated lower on family cohesion and positive emotion expression than the TH children. Higher levels of family cohesion related to more positive emotion expression in TH children but not in DHH children. For all children, higher levels of family cohesion related to fewer negative emotion expressions and more parental emotion communication related to more negative emotion expression. The results emphasize the importance of sharing leisure activities together and open communication within the family, which can support DHH and TH children’s experience of emotions and their expressions of them.