Artificial intelligence-driven educational systems have largely prioritised cognitive adaptation, often neglecting the critical role of learners' emotional states in shaping engagement and learning outcomes. To address this limitation, this study proposes a multimodal, emotion-aware deep learning framework designed to integrate emotional intelligence into intelligent learning environments. The framework jointly analyses facial expressions, speech characteristics, and textual responses to infer learners' emotional states and models the interdependencies among these modalities through a graph-based fusion mechanism. The proposed approach is evaluated using benchmark emotion datasets, namely AffectNet and IEMOCAP, to assess its capability to recognise emotional patterns and support adaptive feedback during learning interactions. Experimental results demonstrate that incorporating emotional awareness leads to substantial improvements in learner engagement, emotional regulation, and task persistence when compared with conventional cognition-focused systems. The framework achieves consistently high emotion recognition performance, particularly for positive and neutral affective states, and shows robust generalisation across different emotion categories. User study outcomes further suggest that learners perceive the system as more supportive and responsive due to its emotional adaptability. In addition to performance evaluation, the study discusses key ethical considerations associated with emotion-aware educational technologies, including data privacy, informed consent, and responsible deployment. Overall, the findings underscore the potential of multimodal emotional intelligence to advance the development of more empathetic, adaptive, and effective artificial intelligence-based educational systems.

Effects of early childhood otitis media-related conductive hearing loss on speech perception, neural processing, and working memory.

Computational thinking is a key component of core literacy in digital age, and its cultivation has become an important task in basic education. However, there are some problems in the cultivation of computational thinking for students, such as insufficient cognitive adaptation, formalization of thinking stimulation, and difficulty in sustaining learning motivation. Educational games provide innovative ways for the cultivation of computational thinking for primary school students by virtue of their core characteristics, such as fun, situational and interactive. Therefore, this paper focuses on the deep integration of educational games and primary school students' computational thinking cultivation, carries out systematic research from three dimensions: existing dilemma, internal logic and practical approach, clarifies the mechanism of educational games empowering computational thinking cultivation, analyzes the practical problems in current cultivation work, and puts forward targeted application strategies.

The study presents a comprehensive analysis of semantic changes in Indian loanwords within the Russian language, employing a mixed-methods approach combining corpus linguistics and psycholinguistic experimentation. The research analyzes a systematically compiled dataset of 83 lexemes, examining their frequency, collocational behavior. To outline the cognitive representation in Russian consciousness 6 most frequent loanwords were subjected to a free-association experiment with 135 native speakers. Grounded in theoretical frameworks linking semantic change to cognitive factors, the study specifically investigates the roles of word frequency and concreteness.The principal findings reveal a clear dichotomy in assimilation patterns. High-frequency, concrete loanwords demonstrate remarkable semantic stability, largely retaining their original meanings and showing predictable collocational patterns. In contrast, abstract and low-frequency terms, particularly from religious and philosophical domains, undergo profound semantic reconceptualization. The key transformations identified include: secularization of sacred concepts, metaphorical extension and semantic widening, development of pejorative connotations, and cultural re-attribution where modern Western cultural references displace original Indian cultural contexts.The research confirms that loanwords follow the same cognitive principles of semantic change as native vocabulary, with frequency and concreteness being primary determining factors. Methodologically, the triangulation of corpus data with associative experiment results proved particularly valuable, capturing emerging semantic shifts not yet fully conventionalized in written texts. The study concludes that lexical borrowing represents an active process of cognitive and cultural adaptation rather than passive assimilation, fundamentally reshaping conceptual structures through interaction with the recipient language's cognitive and cultural environment. This research contributes to contact linguistics by providing an integrated framework for analyzing loanword assimilation across linguistic and cognitive dimensions.

IntroductionThis study investigates the cognitive mechanisms and educational efficacy of AI-powered scaffolding in the acquisition of English as a Foreign Language (EFL) in tertiary education.Integrating the Technology Acceptance Model (TAM) and Cognitive Load Theory (CLT), the cross-disciplinary framework explores multidimensional pathways affecting the acquisition efficiency of EFL, focusing on learning efficiency of individual acquisition of EFL (LEF) of university students at all levels, and highlighting the mediating role of Cognitive Processing Depth (CPD) and moderating effects of Cognitive Ability (COA).MethodsQuantitative data analysis from university students using AI-assisted conversational tools of AI -powered scaffolding were specifically conducted via structural equation modeling (SEM) and necessary condition analysis (NCA).ResultsResults indicate perceived usefulness (PU) and ease of use (PEoU) directly predict LEF, while interaction frequency of AI-assisted conversation (AIC) exerts indirect effects through CPD. Cognitive ability strengthens the relationship between AI-conversational tool usage and CPD, supporting Self-Regulated Learning theory. NCA identifies critical thresholds of AIC and PeoU for achieving effective learning outcomes, offering actionable insights for real-time educational interventions.DiscussionThe findings emphasize the necessity of cognitive adaptation strategies, platform diversification, and learner-centric AI-conversational tool design. While limited by sample homogeneity and cross-sectional data, this study underscores the value of longitudinal approaches and broader socio-cognitive investigations in future research. Collectively, Such findings based on empirical evidence, advance the optimizing of AI-enhanced, cognitively attuned language learning systems.

A study on user satisfaction with medical devices for the elderly: The case of blood pressure monitors.

The ability to adapt to varying task demands is essential for goal-directed behavior. Cognitive control styles regulate this adaptation, with persistence reflecting high top-down control and flexibility reflecting lower control. Metacontrol facilitates the dynamic adjustment between these states based on current demands. The present study investigated short-term feedback-dependent adaptations in cognitive control style during conflict monitoring. Behavioral results demonstrated that RT feedback promoted a more persistent cognitive control style in subsequent trials, improving performance in incongruent conditions while diminishing facilitative effects in congruent conditions. On the neurophysiological level, theta-band activity primarily reflected these changes during conflict processing. Crucially, intertrial interval analyses revealed a key role of beta-band activity in using RT feedback. Correlations with behavioral congruency effects suggested that decreased beta-band activity reflected a generally more flexible control style, whereas increased beta-band activity was associated with generally greater persistence. By demonstrating that pretrial beta-band modulations reflect cognitive control dispositions, this study provides novel insights into the neural mechanisms underlying metacontrol.

This study aimed to examine the causal impact of the irrelevant sound effect (ISE)—specifically background speech noise—on the working memory performance of university students with smartphone addiction. Working memory, a cognitive system that supports the simultaneous storage and processing of information, plays a crucial role in academic tasks that require sustained concentration. The study employed a quantitative experimental method with a between-subjects design, comparing two groups: one exposed to background speech noise and a control group without auditory interference. Working memory performance was measured using the automated operation span (O-Span) task, which requires participants to solve mathematical equations while remembering sequences of letters. A total of 66 university students who scored high on the Smartphone Addiction Scale participated in the study. Statistical analyses revealed no significant differences between the two groups in either processing or storage performance. These findings suggest that exposure to background speech noise does not necessarily impair working memory, at least among individuals with high levels of smartphone use. One possible explanation is that these individuals may have developed cognitive adaptations that allow them to filter out distracting sounds—an ability potentially shaped by habitual digital multitasking. This study contributes to the growing evidence that the impact of the ISE is not universal and may be moderated by the unique characteristics of specific populations.

The rapid incorporation of artificial intelligence, notably ChatGPT, in online learning settings has raised questions about its impact on pedagogy. It is unclear whether AI use intensity inherently improves interaction quality and student pleasure or if other cognitive aspects like material knowledge are more important. This study analyzes two models—student interaction quality and student satisfaction—to assess ChatGPT's multifunctional role in online conversations. This quantitative study examines ChatGPT usage intensity, AI dependency, content understanding, interaction quality, and student happiness using structural models. The mechatronics program at Batam State Polytechnic collected data from students using AI techniques in online discussion forums. The findings indicated that the most consistent and dominant predictor of interaction quality and satisfaction is material understanding. ChatGPT intensity and content understanding promote interaction quality in Model 1, demonstrating its procedural support role. Model 2 demonstrates that student satisfaction is more influenced by material understanding and tool trust (dependence) than frequency of usage, suggesting that satisfaction is subjective and effective. The study reveals that AI integration alone does not guarantee success; pupils' cognitive competence and AI adaptation play a significant role. AI's procedural and affective effects on learning are distinguished in this educational technology study. It assists educators in positioning ChatGPT as a "thinking partner" instead of a quick fix. It suggests that pedagogical focus must remain on strengthening students' foundational grasp of concepts before introducing AI tools to ensure high-quality, sustainable online discourse.

BackgroundBrain entropy (BEN) measures the level of disorder or irregularity within the brain, and Sample Entropy is often used to quantify the irregularity of time‐series data from brain regions. However, there is limited literature on the longitudinal changes in BEN in Alzheimer's disease (AD). In this study, we used resting‐state fMRI (rsfMRI) data from the PREVENT‐AD dataset to investigate longitudinal changes in Sample Entropy across eight different regions of interest (ROIs).MethodData from 122 participants (mean MMSE: 28.82 ± 1.31, age: 67.85 ± 4.85, education: 15.8 ± 2.98 years) were analyzed. Preprocessing steps, including motion correction, slice time correction, normalization, and artifact removal, were performed using fMRIPrep. Sample Entropy was calculated for eight ROIs using in‐house code. Associations of BEN values with MMSE scores, years of education, and gender were assessed using Linear Mixed Models in R.ResultTable 1 presents the results, showing significant p‐values for age, mean whole‐brain BEN, BEN in the Frontal_Sup_Left, Hippocampus_L, Hippocampus_R, and gender (male). Specifically, an increase of one year in participant age was associated with a 0.4193 increase in APS score. For each increment in whole‐brain BEN, the APS score increased by 0.3729. Similarly, an increase of BEN in Frontal_Sup_Left resulted in a reduction of APS score by 0.1994, and a BEN increase in Hippocampus (left and right) decreased APS score by 0.10.ConclusionElevated whole‐brain BEN is associated with higher AD risk, aligning with prior studies linking increased entropy to neuropathological changes like amyloid and tau deposition. However, elevated BEN in specific ROIs, such as Frontal_Sup_Left and hippocampi, may reflect enhanced cognitive adaptability and reduced AD risk. This resilience may result from greater neural variability and complexity, particularly in the hippocampus, where heightened entropy supports memory and consciousness. These findings highlight the dual role of BEN, where global increases suggest AD progression, while region‐specific elevations may indicate protective neural mechanisms.

The study of school climate and its influence on students’ anxiety in secondary education represents a current and significant topic within educational and social psychology. Numerous studies confirm that a positive and supportive school atmosphere is crucial for students’ psychological well-being and academic progress. Anxiety is one of the most prevalent challenges among adolescents, capable of impairing cognitive performance, emotional balance, and social adaptation. Given that adolescence is a critical stage of personal and social development, anxiety may have lasting effects on mental health and life opportunities. This preliminary study aimed to examine whether, and to what extent, perceived school climate (through the four CSCI dimensions – Safety, Relationships, Teaching Practices, and Institutional Environment) affects anxiety levels (measured via the DASS Anxiety Subscale) among secondary school students. The research was conducted at a medical secondary school in Skopje with a convenience sample of 100 students (30% male, 70% female). Participants were aged 16–19: 34% aged 16, 48% aged 17, 16% aged 18, and 2% aged 19. By grade, 56% were in second, 32% in third, and 12% in fourth year. Results confirmed the general hypothesis that a more positive school climate is associated with lower anxiety levels. The four sub-hypotheses were supported:H₁: Safety was moderately negatively correlated with anxiety (r = –0.39, p = .02). H₂: Positive relationships showed a moderate to strong negative correlation with anxiety (r = –0.385, p = .001).H₃: Teaching practices were weakly but significantly related to anxiety (r = –0.269, p = .006).H₄: Institutional environment demonstrated a moderate negative association with anxiety (r = –0.36, p = .008). Additionally, H₆ showed that perceived safety and relationships jointly and significantly predicted anxiety (R² = 0.863; p < .05). Demographic analyses indicated:H₇: Female students reported significantly higher anxiety levels than males (M=20.12 vs. M=10.31; p<.001).H₈: Anxiety increased with age (from M=11.35 at age 16 to M=24.68 at age 19; p<.001). H₉: Fourth-year students displayed higher anxiety (M=19.42) than second (M=11.67) and third-year (M=15.17) peers (p<.001). Qualitative insights from focus groups revealed an ambivalent perception of school – seen both as a place of friendship and as a “stressful enclosure” due to excessive testing and authoritarian teaching styles. Key stressors included oral examinations, public presentations, and perceived discrimination, while empathy from teachers and peer relationships provided moments of relief. Students’ recommendations focused on more interactive teaching, reduced testing load, stronger emotional support from psychologists, improved hygiene, and an inclusive culture of equality and respect. In conclusion, school climate and demographic factors (gender, age, grade) are significantly associated with students’ psychological well-being. To effectively reduce anxiety, interventions should integrate: Methodological innovations – interactive, motivating teaching practices; Emotional and social support – empathetic relationships, open communication with staff, psychologists, and peers; Institutional improvements – enhanced safety, hygiene, fair assessment, and inclusive culture. Implementing these measures can foster a safer, more supportive, and less stressful school environment, reducing anxiety symptoms and promoting overall student well-being.

This article explores the reconstruction of modality in intersemiotic translation through the lens of pragmatic strategies that foster fascinative communication. Focusing on Dan Brown’s novels and their Ukrainian translations, it shows how modality shapes readers’ perception and narrative immersion. Drawing on pragmalinguistics, cognitive linguistics, semiotics, and translation studies, the analysis highlights the role of Grice’s cooperative principle and implicatures, conventional and unconventional, functioning as carriers of modal meanings across cultural boundaries. Ultimately, the study argues that translating modality involves not only linguistic conversion but also cognitive and cultural adaptation, thereby positioning intersemiotic translation as a dynamic site of intercultural communication. The findings contribute to broader discussions in translation theory by highlighting the necessity of context-sensitive, pragmatically-informed strategies to preserve the fascinative potential of literary texts in cross-cultural settings.

Resilient entrepreneurs adapt to challenges by leveraging psychological and organizational strengths to navigate crises. However, the complexity of resilience necessitates a structured approach that incorporates cognitive adaptability, emotional regulation, and organizational learning mechanisms. This study investigates the psychological and organizational factors that impact entrepreneurial resilience, with the aim of developing an integrated entrepreneurial resilience ecosystem (ERE) model in South Africa. The study employs secondary data grounded in Dynamic Capabilities Theory and Social Cognitive Theory, providing a multidimensional perspective on entrepreneurial resilience. The findings indicate that entrepreneurs who merge psychological resilience with structured organizational mechanisms are more likely to sustain their businesses during crises. The study presents an integrated resilience framework that offers valuable insights for entrepreneurs, educators, and policymakers to minimize business risk. This could promote entrepreneurial resilience through structured interventions, enabling businesses to enhance their long-term sustainability and adaptability in volatile environments. The study recommends entrepreneurial training programs that focus on resilience-building strategies and policy interventions to enhance access to resources and structured learning mechanisms. The study concludes that entrepreneurs can effectively navigate uncertainties and enhance long-term success by promoting cognitive adaptability, emotional regulation, and structured learning mechanisms.

This study is aimed at studying the impact of school sports activities on mental flexibility of high school students in Algeria, by comparing participants and non-participants and examining the influence of activity type (individual or team), practice regularity, and duration of experience. A descriptive comparative methodology was adopted, and data were collected from a random sample of 200 students enrolled in Algerian secondary schools during the 2024–2025 academic year, regardless of gender or grade level. Research instruments included a self-administered questionnaire on school sports participation and a standardized mental flexibility scale, while statistical analyses were carried out using Pearson correlation coefficients and independent samples T-tests through SPSS 25. mental flexibility. The results demonstrated statistically significant differences in favor of students who participated in school sports activities compared to their non-participating peers. More specifically, those engaged in team sports displayed higher levels of mental flexibility than students practicing individual sports. Moreover, participants who exercised three or more times per week achieved significantly better scores in cognitive adaptability, problem-solving flexibility, and creativity than those with less frequent practice. Students with more than one year of continuous sports experience also showed superior results compared to those with shorter engagement, confirming the cumulative benefits of long-term practice. These findings highlight the essential role of school-based sports in fostering students’ cognitive adaptability, resilience, and innovative thinking. The study concludes that regular and sustained participation in sports – particularly team-based activities – not only enhances physical fitness but also contributes to psychological well-being and cognitive development. Accordingly, it is recommended that Algerian educational institutions integrate structured and diverse sports activities into the curriculum, provide adequate resources and trained staff, and promote a culture that values physical activity as a tool for mental and educational growth. The results further suggest that future research should explore the interaction between sports, cognitive flexibility, and socio-cultural variables in order to design evidence-based interventions for improving both academic performance and life skills among students.

ABSTRACT Refugee camps represent some of the most adverse entrepreneurial environments, where legal restrictions, systemic exclusion, and chronic resource scarcity create formidable barriers to economic activity. Yet many refugees engage in entrepreneurial ventures, raising questions about how they navigate, adapt to, and reshape such constrained contexts. This study investigates refugee entrepreneurship in the Dzaleka refugee camp in Malawi, drawing on an embedded case study design. Our analysis develops a framework that conceptualizes refugee entrepreneurship as a dynamic process shaped by evolving constraints, temporally adaptive strategies, and multidimensional resourcefulness. We identify three interrelated dimensions of resourcefulness: material improvisation, cognitive adaptability, and relational strategy, whose salience shifts as entrepreneurs recalibrate their engagement with camp, host community, and transnational markets. By tracing these temporal trajectories, we show how refugee entrepreneurs exercise agency not as a fixed trait but as an evolving capacity expressed through cycles of embedding, dis-embedding, and re-embedding across relational and institutional contexts. We demonstrate how resourcefulness recursively reshapes the constraint environment, generating new risks and opportunities that necessitate continual adaptation. In this context resourcefulness becomes a dynamic enactment of agency and embeddedness a temporally contingent, actively managed resource.

Autonomous drone navigation in dynamic and uncertain environments remains a major research challenge due to limitations in robustness, adaptability, and scalability of existing solutions. This paper introduces a Cognitive AI-driven Navigation Framework that integrates bio-inspired learning models with adaptive cognitive reasoning for efficient trajectory planning and real-time decision-making. The proposed system leverages swarm-inspired optimization and biologically motivated learning principles to enhance path efficiency, collision avoidance, and mission success rates. A systematic literature review (SLR) guided the framework design, highlighting gaps in computational efficiency and scalability across state-of-the-art approaches. The model was evaluated through simulation in complex obstacle-rich environments and benchmarked against deep reinforcement learning (DRL), PSO-only optimization, and hybrid CNN-RL methods. Results demonstrate a 95.3% mission success rate, 28.9 ms decision latency, and 92.6% robustness, outperforming baseline methods in both single-drone and multi-drone scenarios. Discussion emphasizes the significance of combining cognitive adaptability with bio-inspired mechanisms, offering a pathway to real-time, scalable, and resilient UAV operations. This work contributes to advancing UAV navigation towards next-generation autonomous systems for applications in disaster response, urban mobility, and cooperative surveillance.

This study explores the effect of music and painting dual art therapy on the cognitive and social functions of hospitalized chronic schizophrenia patients and evaluates its clinical value as an adjunctive treatment. A retrospective study design was used to collect clinical data from chronic schizophrenia patients hospitalized between January 2023 and January 2025. Based on whether they received music and painting dual art therapy, patients were divided into an intervention group and a routine care group. Propensity score matching was used for 1:1 matching to include 116 patients (58 in each group). Matching variables included age, sex, disease duration, education level, etc. The intervention group received 4 weeks of systematic music and painting dual art therapy in addition to routine care. The assessment indicators included positive and negative syndrome scale (PANSS), cognitive function (MoCA, Wisconsin card sorting test [WCST]), social function (social disability screening schedule), activities of daily living, and quality of life (schizophrenia quality of life scale). Changes before and after the intervention and group differences were compared. The baseline characteristics of the 2 groups were balanced. After matching, no significant differences were found between the 2 groups in terms of age (routine group: 42.3 ± 10.2 years vs dual group: 42.7 ± 10.4 years, P = .853), sex, disease duration, education level, or age at first hospitalization (P >.05 for all). After the intervention, the dual art therapy group showed significant improvements over the routine care group in multiple indicators, including PANSS-positive and negative symptoms, MoCA total score, WCST correct responses, perseverative errors, categories completed, social function score, quality of life, and activities of daily living (P <.01). For example, MoCA score increased from 17.5 before the intervention to 23.0, WCST categories completed increased to 4.3 ± 1.4, and PANSS-negative symptom scores decreased significantly, indicating a positive impact of dual art therapy on cognitive and social functions. Music and painting dual art therapy can serve as an effective adjunctive intervention for hospitalized chronic schizophrenia patients. It significantly improves cognitive function, mental symptoms, and social adaptability, enhancing quality of life with high feasibility and potential for widespread application.

This study aimed to investigate how semantic and syntactic parafoveal processing differ between fluent left-to-right and non-fluent right-to-left reading directions in individuals accustomed to left-to-right reading. A self-paced rapid serial visual presentation (RSVP) task was employed to evaluate semantic and syntactic congruency effects. Participants, familiar with left-to-right reading, were tested under conditions simulating both fluent left-to-right and non-fluent right-to-left reading directions. In the fluent left-to-right reading presentation, both semantic and syntactic congruency effects were significantly observed in the RVF. Conversely, in the non-fluent right-to-left reading presentation, syntactic congruency effects were observed in the LVF, while semantic congruency effects were notably absent. Additionally, syntactic congruency effects emerged at the LVF in left-to-right reading presentation and at the RVF in right-to-left reading presentation, demonstrating the flexibility of syntactic processing mechanisms across reading contexts. The findings reveal a dissociation between semantic and syntactic processing in parafoveal regions based on fluency of reading direction. Syntactic information serves as a foundational element, adaptable across reading contexts, emphasizing its hierarchical role in parafoveal processing. The current study provides a basis for future exploration of cross-linguistic variations and cognitive adaptations in reading behavior.

Unique and divergent features of human brain development.

Abstract Memory decline in later life is a growing public concern. While prior research suggests that childhood stressors are associated with lower cognitive functioning in older adults, less is known about their specific impact on memory performance and the potential mechanisms underlying this relationship. Drawing on the theoretical framework of resilience, this study investigated the long-term effects of childhood stressors on memory trajectories in later life, with a particular focus on the mediating role of psychological resilience. Data were from adults aged 65 and over who completed the Leave Behind Questionnaire in the 2006/2008 wave of the Health and Retirement Study (n = 9,069). Path analysis and latent growth curve modeling within a structural equation modeling framework were used to examine the direct and indirect pathways linking childhood stressors to memory trajectories through psychological resilience. The results indicated that respondents who reported a greater number of childhood stressors had higher baseline memory performance (β = 0.12, p &amp;lt; .001). However, childhood stressors were not significantly associated with memory decline over time. Moreover, psychological resilience partially mediated the relationship between childhood stressors and baseline memory (indirect effect = -0.01, p &amp;lt; .05). These findings highlighted the complex role of childhood stressors in shaping later-life memory function, suggesting that early-life adversity may foster cognitive adaptations while also undermining psychological resilience. Future research should explore additional mediators and potential moderators to better understand the mechanisms linking childhood experiences to memory function. Other implications for practice and interventions are discussed.