The aim of this study was to investigate the temporal cortical activation patterns underlying different stages of humor comprehension (e.g., detection of incongruity stage, resolution of incongruity stage, and affective stage). Event-related potentials (ERPs) were measured when 16 subjects were apprehending cartoon pictures including humorous, non-humorous and unrelated items. Results showed that both humorous and unrelated items elicited a more negative ERP deflection (N500-800) than non-humorous ones between 500-800 ms, which might reflect detection to incongruent element during humor apprehension. Then, both humorous and non-humorous items elicited a more positive ERP deflection (P800-1000) than unrelated ones between 800-1000 ms, which might reflect a classification process preliminarily evaluating whether there were attainable cues in the pictures used to form possible association between context and picture (we named it "association evaluation" stage). Furthermore, humorous items elicited a more positive slow wave than non-humorous items which also elicited a more positive wave than unrelated items between 1000-1600 ms, during which this component might be involved in the forming of novel associations (resolution of incongruity). Lastly, between 1600-2000 ms, humorous items elicited a more positive ERP deflection (P1600-2000) than both non-humorous and unrelated items, which might be related to emotion processing during humor apprehension. Based on these results, we deeply subdivided the second stage (resolution of incongruity) into two stages: association evaluation and incongruity resolution.

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Learning around the world has been changed with the rapid development in technology which promotes the students to be more flexible and interactive with each other which has been encouraged by the mobile learning environment. Therefore, the current study intends to analyze the impact of inquiry learning, reflective thinking on problem-solving skills, and critical thinking skills with the mediation of peer communication. To carry out the study, data was collected from 378 college students in China by using survey forms. The analysis of the data and validation of the proposed hypotheses were conducted using Smart-PLS and structural equation modeling (SEM) technique. The results revealed that inquiry learning and reflective thinking affect problem-solving skills. However, inquiry learning and reflective thinking did not affect critical thinking skills. Moreover, the study found that peer communication mediated the relationship between reflective thinking, problem-solving skills, and between reflective thinking and critical thinking skills. However, peer communication did not mediate the relationship among inquiry learning as independent variable and problem-solving skills and critical thinking skills as dependent. The study has theoretically contributed by examining the impact of online learning styles on higher-order thinking skill (HOTS) in the M-learning environment. Also, the study greatly advances the literature by investigating the mediating role of peer communication. Practically, the colleges can improve the students HOTS by devising policies and educational programs focusing on learning styles.

ObjectiveThe objective of this study was to examine the structure of sibling relationships among preschool children in China and develop a questionnaire.MethodsThe concept of sibling relationships among preschool children in China was established through literature review, open interviews, and expert review, and the initial project was designed. Using the questionnaire survey method, with 651 mothers of preschool children as the research objects, we performed item analysis, exploratory factor analysis, confirmatory factor analysis, and reliability and validity tests on the initial questionnaire.ResultsThe questionnaire for the sibling relationships among preschool children in China had 18 questions covering dimensions of sibling interaction, sibling acceptance, sibling warmth, and sibling rivalry. The questionnaire fitting indexes were better (χ2/df = 1.829, CFI = 0.930, TLI = 0.917, RMSEA = 0.055, SRMR = 0.053). The internal consistency coefficient between the total questionnaire and each dimension was 0.759–0.8548, and the total questionnaire significantly correlated with each dimension (r = 0.229–0.792) and the total score of parental self-efficacy (r = –0.106 to 0.338).ConclusionThe Sibling Relationship Questionnaire for Chinese Preschool Children (Parental Version) exhibited good reliability and validity, making it an effective tool for the evaluation of sibling relationships among preschool children.